This study explores the multi-layered relationship between culture acquisition and language from a comprehensive theoretical perspective. Culture is conceptualized not as a static entity but as a dynamic and evolving process that shapes individuals’ social identities, value systems, and everyday practices. In this context, culture is continuously reconstructed through interaction within diverse social environments, including digital platforms, which have become increasingly influential in contemporary society. Language is positioned as the primary medium through which cultural meanings, norms, and symbolic systems are transmitted, negotiated, and transformed. The study is grounded in a qualitative literature review that examines key theoretical contributions related to culture acquisition, language learning, social interaction, and cultural identity. These perspectives are analyzed within a historical and comparative framework to highlight their similarities, differences, and evolving assumptions. Major theoretical approaches, including behaviorist, social learning, cognitive developmental, social constructivist, and sociocultural theories, are critically re-evaluated in terms of their explanatory power regarding the interaction between language and culture. Based on this synthesis, the study proposes the Interactive Culture and Language Acquisition Model (ICLAM). This model emphasizes that language and culture acquisition are not separate or sequential processes but occur simultaneously through continuous interaction. It integrates cognitive, social, and cultural dimensions into a holistic framework, offering a more comprehensive understanding of how individuals develop linguistic and cultural competence. The model also underscores the importance of context, interaction, and meaning-making in shaping both language learning and cultural acquisition processes.
BOLLUK et al. (Tue,) studied this question.