While you’re waiting What things do you do to help your immigrant students adjust to their new country?

1. “Reaching Immigrant Students:10 Strategies for Teachers”Virginia M. Tong,Ph.D.(TESOL, Hunter College of CUNY)Tom McIntyre,Ph.D.(Special Ed, Hunter College of CUNY) While you’re waiting What things do you do to help your immigrant students adjust to their new country? How do you help them to better handle the struggle between two cultures as they redefine their personal “sense of self”?

2. Stages of Acculturation • Euphoria(Excited, Enthusiastic, Curious). • Culture Shock(Disillusioned, Homesick). • Gradual Recovery. - An active search for one’s true self ensues - A “Cross cultural identity” begins to form - Change is a constant intra-personal companion. • Assimilation/Acculturation/Adaptation (full recovery). Brown, 2001.

3. Adjusting to America… Culture Scenarios Which stage of acculturation? • Chen crosses the street while staring blankly into the sky. • Carmen, a 17 year-old high school student tells you that she wants to finish school and return to her home country. • Ven is afraid to raise his hand to ask to go to the bathroom. • Ben got into college and began to understand what it meant to be in America.

4. 1. Learn About The Cultural Backgrounds Of Your Students Teachers should learn about the home life of their students… But what & why? These important influences on one’s sense of self can be categorized into “Levels of Culture”.

5. Level 1: “Surface culture” • Items produced by a culture • Artifacts • Technology • Foods • Architecture • Clothing • Other cultures are often judged as "superior" or "inferior" based on this level… the physical realm • Few individuals are able to converse intelligently at deeper levels of culture.

6. Level 2: Actions & Movements (ceremonies, body language, movement patterns, emotionality) • Which is the correct way to non-verbally indicate "me"? • Which is the correct color to wear to a wedding? Funeral? • When you're in your house of worship, which is correct? • Be quiet while leader speaks. • Talk back to the leader & make your support known verbally. • Sit with your family. • Sit with others of your gender. • Close your hands with face down when praying. • Open your hands with face up when praying. • When you meet someone, how should you respond? • Clasp their hand in your own. • Clasp your own hands. • Stand tall with strong eye contact. • Bow with eyes down.

7. From your study and experience, what have you learned about: • Body spacing and touch? • Gender and cross-gender considerations • Age considerations • Forbidden places(other than groin & buttocks) • Eye contact? • During conversation • When chastised by authority

8. Level 3: Speech & Language Major effect on how reality is perceived & processed • Affects "promptness" & what’s meant by "on time“. • European languages place great emphasis on tense. • “Black English” expresses & uses tense differently. • 1st peoples’ languages don't use tense. • Aborigines might be judged as "backward“ by us. • (Our technology use & a kaleidoscope of words to describe.) • However, they might view us as "socially stunted". • Our language places emphasis on "things“, not "people". • They have more 500 words for kinship… social connectivity • Language structure & terminology often reflect level 4.

9. Level 4: Thought Values, ethics, religion, metaphysics, learning styles. • Major Western & Eastern religious figures are males • Major 1st Peoples & African religious figures are??? Level 4 affects, & is reflected in all other levels. • “Appropriate” clothing for age & gender. • Who sits where. • Who is viewed as “Head of household”. • Gender use in languages. • Europeans stress importance of individual. • Most other groups emphasize interrelations. • If someone fails to complete his/her homework & asks to look at yours, is it OK? • Many students have to change when came to U.S.

10. Task orientedPeople orientedSchool supersedes familyFamily is priorityEmotionally restrainedOutward or More restrainedResolve disputes verballyResolve physicallyDefend views with factsTruth is feltMonochronicPolychronicPrecision timeFlexible time Independent Interdependent Self-defined goals Family defined goals Excel as an individual / Family supports efforts Excel as a group / Family must not suffer for achievement Future oriented / Delay gratif. Present oriented Learn from adults Adults & older kids Question authority (politely) Don't question authority 1st in each pair is EA middle/upper

11. Sharing Culture • Storytelling. • Show & Tell. • Culture Simulators(see “10 tips” article handout). • Culture Capsules. • www.ilearniteach.com/CultureRev/misc_documents/cultural_capsules.html This reference can be found in your handout.

12. Exploring Culture Capsules • A culture capsule consists of 3-4 paragraphs. • It explains one or more minimal differences between the customs of one culture & corresponding American customs. • It is usually accompanied by photos, illustrations, & relevant relics. • Culture capsules can be presented in 5 or 10 minutes. • http://www.ilearniteach.com/CultureRev/misc_documents/cultural_capsules.html.

13. “Chinese New Year” &“American New Year” (Chinese New Year) • Chinese New Year is the longest & most important celebration in the Chinese (Lunar) calendar. • At celebrations, people wear red clothes & children receive “lucky money” in bright red envelopes. Red symbolizes fire that according to legend can drive away bad luck. • Fireworks shower the festivities, based on the ancient belief that loud noise frightens away evil spirits. • The New Year is a time of family reunion. The shape & color of foods served hold significance (long life, good luck) • On the 15th day of the month, the Chinese New Year ends with the lantern festival & is highlighted by the dragon dance. (source: http://www.infoplease.com/spot/newyearcelebrations.html)

14. “Chinese New Year” &“American New Year” (American New Year) • The most famous tradition in America is the dropping of the lighted crystal ball in Times Square, starting at 11:59pm. Thousands gather (& millions view TV) to watch the ball make its one-minute drop, arriving exactly at midnight. • People make “New Year’s resolutions,” promises to improve themselves in the coming year. At midnight comes the singing of “Auld Lang Syne,” a song about remembering old friends with fondness, & forgetting any personal offences. • The Rose Bowl football game is played in Pasadena, CA on New Year’s Day. The “Tournament of Roses” parade with its elaborate & creative floats precedes the game.

15. 2. Match Your Teaching Style to the Learning Styles of Your Students • Research:Culture is the largest influence on learning style (We learn how to learn at home) • Visual vs Verbal • Preferences while learning • Behavioral traits while learning • Inductive vs. Deductive • Field Independent vs Field Dependent • Sequential vs Simultaneous.

16. Organize this incoming information. Source: K-SOS

17. EA (especially male) versus CD Source: K-SOS

18. Tell me what is happening in these pictures. • Source: K-SOS

19. What do you see? For more information on matching teaching styles to culturally different learning styles:Does the Way We Teach Create Behavior Disorders In Culturally Different Students?http://www.behavioradvisor.com/C-Learn.html (This reference can be found in your handout).

20. 3. Evaluate Student Behavior in a Cultural Context • ESL and/or Immigrant students experience • Anxiety • Other emotions due to stress related to acculturation & “fitting in”. • For more information on determining whether an “inappropriate” behavior is different, deviant, or a result of “acculturation stress” consult these (online) references (found in the handout): • Culturally sensitive & appropriate assessment for EBD. • The culturally sensitive disciplinarian • Guidelines for providing appropriate services to culturally diverse youngsters with emotional and/or behavioral disorders.

21. 4. Determine the Reason(s) for Academic Troubles • Limited English proficiency • Vocabulary • Structural differences from home language • Stress & mental exhaustion from high levels of concentration • A valid “Learning Disability”(special ed label) (To determine whether it is LEP or LD, assess students in their native/1st language.) • Acculturation Stress/Traumafrom refugee experience • Mismatchbetween learning & teaching styles • Mismatch between the teacher’s views & the student’s perceptions of “appropriate student behavior” in learning situations • Limited or different exposure to formal education.

22. 5. Keep Expectations High • We all hold high expectations for our kids… BUTare we expressing them in ways that will produce the results we seek? • Are we giving feedback on their performance (behaviorally & academically) that is motivating them to put forth their best efforts? • What recommendations do you have for offering praise and “criticism”?

23. Say What?! • “OK” • “Thumbs up” • “V” for victory • Pointing & summoning with “pointerfinger” • Showing the soles of your feet. • Stars on stellar papers • Others we should know? • C’mon…They’re in America(Canada) now.

24. 6. Obtain & Provide Effective Supportsfor Recent Immigrant Students • For which “supports” might we advocate in order to create a welcoming and supportive learning environment? • What programs, materials, personnel, etc. are important for the success of our students? (academics, acculturation) • Which supports can help them to develop a positive “cross-cultural identity”? ans

25. Suggestions (Tong, 1998) • Designate mentor teachers…advocates for individual students. • Recruit & hire staff who are immigrants, or speak the language(s) and/or know the culture(s) of your immigrant students. • Create mini-schools within larger schools. • Create smaller classes. • Initiate more group work & cross-age tutoring to allow students to support others. • Set up student outreach centers that provide support & services for immigrant and LEP youngsters. • Form school “culture clubs” to promote student awareness, tolerance, & celebration of cultural/linguistic differences. • Conduct professional development workshops to educate staff in culturally proficient assessment, instruction, behavior management, and interaction.

26. 7. The Power of Personal Relationships “The greatest motivator that teachers have at their disposal is themselves.” • What are some things that you do to create positive & valued inter-personal bonds with your students? • Establishing a history of positive interactions • Celebrating their ethnicity & language • Helping them to succeed at challenges: • Academic • Intercultural • Personal • Building self-confidence & competence with effective praise & criticism.

27. 8. Accept the Cultural Tendencies of Your Students While Encouraging Them to be Cultural Chameleons • Promote pride in the “old” & “new” cultures and languages… the foundation for a positive “cross cultural identity”. • Help students to recognize & understand the • Strengths • Similarities • Differences within & between the two cultures(to promote proficient management of demands of both).

28. 9. Learn Basic Words and Ways • Greetings in Many Different Languages • www.geocities.com/mailjohan/ • WikiHow • www.wikihow.com/Say-Goodbye-in-Several-Different-Languages • Jennifer’s Language Page • www.elite.net/~runner/jennifers/ • Omulticultural • www.preschoolbystormie.com/omulticultural.html *See your handout for these & other resources.

29. 10. Enjoy the Cultural Experience • “A teacher never knows where his/her influence ends.”

30. Your Thoughts?

31. Why wouldn’t this stuff work with your kids? • What are the exceptions to “the rules”? • Other thoughts, questions, concerns, & additions?

32. Thank you.Have a wonderful remainder of the conferenceGinny & Tom