EDUC 601

1. Session 4 D2L Cultural Diversity and the English Language Learner EDUC 601 Current Immigration and Culture Shock

2. Week 4 Objectives In Week 4, you will: • Gain an understanding of current immigration settlement patterns in the USA  • Define the term “culture shock” • Explore and share experiences of culture shock Benedictine University

3. Classroom Session 3 Week 4:Bi/Multiculturalism

4. Bi/Multiculturalism • Biculturalism implies the existence of two distinct cultural groups, usually of unequal status and power, within a society united by one economic and political structure • Research indicates that biculturalism and acculturation can influence inter-generational differences in beliefs and behaviors for certain U.S. ethnic groups Web Source http://www.enotes.com/public-health-encyclopedia/biculturalism Benedictine University

5. Bi/Multiculturalism • Unlike acculturated individuals, bicultural individuals identify with core elements of their culture of origin as well as the dominant culture • Bicultural individuals successfully integrate into and participate in important aspects of both cultures, values, and belief systems Web Source http://www.enotes.com/public-health-encyclopedia/biculturalism Benedictine University

6. Classroom Session 3 Week 4: Bi/Multiculturalism – Culture Shock

7. Bi/Multilingual Culture Shock What is Culture Shock? • Culture shock refers to the anxiety and feelings (of surprise, disorientation, uncertainty, confusion, etc.) felt when people have to operate within a different and unknown cultural or social environment, such as a foreign country Benedictine University

8. Bi/Multilingual Culture Shock Why talk about Culture Shock? • Culture Shock grows out of the difficulties in assimilating into the new culture, causing difficulty in knowing what is appropriate and what is not • Culture Shockproduces a feeling of disorientation which may manifest itself as homesickness, imagined illness or even paranoia (unreasonable fear) Benedictine University

9. Bi/Multilingual Culture Shock The risk of culture shock for students: • Difficulty assimilating is often combined with a dislike for or even disgust (moral or aesthetic) with certain aspects of the different culture, and can negatively impact students’ ability to learn • As a result, children who are experiencing culture shock may, for example, desire an insulated setting in which they wantorfeel that they needto stay inside all of the time to protect themselves from an unfamiliar environment Benedictine University

10. Bi/Multilingual Culture Shock Individuals going through culture shock often go through three phases: • Honeymoon Phase • Negotiation Phase • Adjustment Phase Benedictine University

11. Honeymoon Phase • During this period the differences between the old and new culture are seen in a romantic light, wonderful and new! • For example, in moving to a new country, an individual might love the new foods, the pace of the life, the people's habits, the buildings and so on • During the first few weeks, newcomers are typically fascinated by the new culture • They associate with the nationals that speak their language and are polite to the foreigners • This period is full of observations and new discoveries • Like many honeymoons, this stage eventually ends and reality sets in… Benedictine University

12. Negotiation Phase • After some time (usually weeks), differences between the old and new culture become apparent and may create anxiety • Newcomers may long for food the way it is prepared in their native countries, may find the pace of life too fast or slow, may find the people's habits annoying, disgusting and irritating etc. • This phase is often marked by mood swings caused by minor issues or without apparent reason • This is where excitement turns to disappointment and more and more differences start to occur • Depression is not uncommon Benedictine University

13. Adjustment Phase • After some time (usually 6 – 12 months), newcomers grow accustomed to the new culture and develop new routines • They learn what to expect in most situations and the host country no longer feels all that strange • Newcomers adapted to day-to-day living again, and things seem more "normal” • Problem-solving skills are developed to deal with the culture and acceptance of the culture’s ways emerges • The new culture begins to make sense, and negative reactions and responses to the culture are reduced • Reaching this stage requires a constructive response to culture shock with effective means of adaptation Benedictine University

14. Bi/Multilingual Culture Shock The Solution: How can an ELL Teacher Help?  • Help ELLs become familiar with their new environment and expectations by giving them different ways to experience our culture • Offer understanding and give them time to process what they see and hear; the pace/complexity of American life can be daunting • Allow ELLs to share information and feelings about their ‘home’ cultures; validating their cultures’ importance while teaching about the new culture • Teachers must project the attitude that American culture is not ‘better’ than, merely ‘different’than their ‘home’ culture  Benedictine University

15. Classroom Session 3 Week 4: Immigration & Settlement in the U. S.

16. Percent Distribution by Marital Status and Nativity: 2003 Foreign Born Native 25.3% 29.2% 52.2% 61.0% 8.8% 12.2% 4.9% 6.4% Source: Current Population Survey, Annual Social and Economic Supplement, 2003 Web Source: http://www.census.gov/population/www/socdemo/foreign/graphics.html

17. Residence: 2003 • Among the foreign born, 37.3 percent live in the West and only 11.3 percent live in the Midwest • Among the native population, 36.5 percent live in the South and only 18.5 percent live in the Northeast • The foreign born are more likely than natives to live inside central cities of metropolitan areas (44.4 percent and 26.9 percent, respectively). Source: Current Population Survey, Annual Social and Economic Supplement, 2003 Web Source: http://www.census.gov/population/www/socdemo/foreign/graphics.html Benedictine University

18. Regional Population Distribution by Nativity: 2003 Source: Current Population Survey, Annual Social and Economic Supplement, 2003 Web Source: http://www.census.gov/population/www/socdemo/foreign/graphics.html Benedictine University

19. Type of Residence by Nativity: 2003 Foreign Born Native 5.3% 20.2% 26.9% 50.3% 44.4% 52.9% Source: Current Population Survey, Annual Social and Economic Supplement, 2003 Web Source: http://www.census.gov/population/www/socdemo/foreign/graphics.html Benedictine University

20. Variability Due to Sampling • These estimates are based on data collected by the Annual Social and Economic Supplement (ASEC) to the 2003 Current Population Survey (CPS), which is conducted by the U.S. Census Bureau • As with all surveys, the estimates may differ from the actual values because of sampling variation or other factors • For further information about the source and accuracy of the estimates, go to Appendix G at: http://www.census.gov/apsd/techdoc/cps/cpsmar03.pdf. Benedictine University

21. For More Information • Visit the Census Bureau’s Web site at http://www.census.gov • Click on “F” under Subjects A-Z, and then click on Foreign-Born Population Data Web Source: http://www.census.gov/population/www/socdemo/foreign/graphics.html Benedictine University