Tutoring ESL: A Handbook for Volunteers Developed by the ...

Tutoring ESL: A Handbook for Volunteers
Developed by the TRAINING PROJECT at the TACOMA COMMUNITY HOUSE 1314 South L Street
Tacoma, WA 98405 (206) 383-3951
Some Thoughts about Culture As you being to work with your students, it may become apparent that they
come from a cultural background quite different from your own. You may feel
a little apprehensive and afraid of making a cultural 'faux pas'. They
probably feel the same way. Any misunderstandings you experience may stem
not only from the language barrier, but from cultural differences as well.
The best advice is to relax and recognize that these incidents can be a
learning opportunity for both you and your student. An open, non-judgmental
attitude, and a little understanding of culture and the adjustment process
of refugees go through, will help you deal with any cultural differences. "The Air We Breathe" Culture is such an integral part of who we are that it is often
difficult to see just how deep its influence goes. It is sometimes compared
to the water a fish swims in, or the air we breathe. The obvious parts of
culture- the language spoken, architectural styles, climate, dress, and
food- are easy to see, but just like an onion, there are many layers to be
peeled back that are not immediately apparent. Many times our values (what
we consider good or bad), our beliefs (what we consider true about the
world), and our behaviors seem so automatic and "natural" that we hardly
stop to think about someone else might see the world quite differently.
Consider a Hmong women's account of the teaching/student relationship in
Laos: "In my country, the teacher is almost like your president. You can
never look at their face. You have to look down. No eye contact. That's one
thing that the teacher here has to remember because if you talk to a Laos
student, they might not look straight at you and you might think that they
don't pay attention, but actually they do." It is often the things that we take for granted, like eye contact patterns,
which cause us to misinterpret and judge someone from a different culture
based on our own cultural norm. The more we become aware of our own
cultural conditioning, the better able we will be to identify what makes a
particular cross-cultural interaction uncomfortable. Culture Shock Culture shock happens when a person experiences the confusion of
having everything familiar replaced by the unfamiliar. One can no longer
find comfort in the little joys of life: favorite books, being accustomed
to the weather, and carrying out basic daily tasks.
During interactions with natives of the new culture, a person no
longer knows what to expect. Members of the new culture seem unpredictable
and baffling. This absence of the familiar, and the unpredictability of
people's behavior, cause discomfort. These are aspects of the new culture
that may even seem offensive. For example, many newcomers to the U.S. feel
that nursing homes for the elderly show a lack of respect and love for
aging parents and grandparents. To them it is inconceivable that the
elderly would prefer living independently to a communal life with their
children and grandchildren.
The "culture shock curve" can chart the process of adjustment. After
arrival, the first phase is full of excitement at the novelty of it all,
only to be followed by a slump of discovering one's inability to get event
the most mundane tasks done with ease. As soon as these challenges are
mastered, bringing temporary emotional relief, one begins to uncover the
deeper levels of the new culture- the unspoken rules of the culture and the
unconscious levels, which often include non-verbal communication forms,
such as eye contact patterns and our relationships to space, distance, and
time. The adjusting newcomer may then sink deeper into shock or depression
as the realization of the essential strangeness of the new culture hits
home. Successful immigrants or refugees eventually reach a plateau of
adaptation. As the challenges of adapting are met successfully; as one
acquires alternative responses to the environment; and as inner peace is
made with the conflict between cultures, one can both maintain the original
cultural identity yet function in the new culture. Learning to Adjust People living in a different culture adjust through a process of
integrating their native culture with the new culture in a form of bi-
culturalism. This involves picking and choosing what to maintain their own
way of life, and what to adopt from the new culture. Each individual blends
these cultural values, beliefs, and behaviors together in a unique way.
A majority of refugees come from developing nations which are
culturally and linguistically very different from the U.S. The greater
these differences are, the more difficult the adjustment process will be.
Refugees are presented with many cultural dilemmas and problems when they
arrive. Because children tend to adapt and learn the new language much
faster than their parents, intergenerational and family problems are
common. Changes in Circumstances For those who were educated and well-off in their own country, the
loss of personal status, together with the experience of living in poverty
in the U.S., can be devastating. A professional man from Afghanistan
endured the humiliation and frustration of being told that a vocational
skill, such as baking, was his only change for a job in the U.S.
While refugees from rural areas, with little formal education, may
lack the life experience and skills necessary to quickly and easily adapt
to life in a fast-paced, "high-tech" society like the U.S., those with more
education and transferable skills may experience culture shock just as
intensely. How Can You Help? There are several ways that you can help your student to make the
adjustment and learn the language and cultural tools needed to survive.
1. Learn about your student's culture. Look for books and movies that
illustrate his or her culture and talk to other from the same
country. Realize that while there are identifiable cultural traits
within a particular country, there is much variation among
individuals.
Learning about another culture doesn't make its members'
behavior predictable. It only sheds some light on possible ways
of understanding the cultural background and frame of reference
that they have come from.
2. Recognize the nature of the process of acculturation. Refugees are
confronted with many cultural conflicts and dilemmas, and each
person resolves them in a unique way. Facilitate bi-culturalism by
helping your student make decisions about how to live in the U.S.
without necessarily giving them the answers.
One way to do this is to simply compare and contrast your
student's native culture with cultural tendencies here in the
U.S. This is a neutral approach which conveys respect and
interest in your student's culture, while informing them about
the new culture. "In the U.S. it usually happens this way..."
3. Deepen your awareness of yourself as a cultural being. It is
surprising how deeply our personal identity overlaps with our
cultural identity. Working with someone from another culture is a
wonderful way to learn about ourselves. It provides the contrast we
need to be able to see aspects of ourselves that are normally
hidden. Operate on the assumption that your student is very likely
perceiving things differently than you are. Expect the unexpected.
Language and culture are inextricably intertwined. In teaching
English, we also teach culture, and we engage in a cross-
cultural exchange. In working with refugees from other cultures
quite different than our own, we embark on a journey that can
expand our horizons without having to travel far from home. We
are not simply teaching our students the vocabulary of a new
language, but a new communication system rooted in another way
of life, another way of thought. The experience can be rich and
rewarding.
Who is My Student? 1. How can I learn my student's full name, nationality, birth date, and
other personal facts?
Even if your student speaks no English, they will understand when you
hold out your hand and say, "I-94." Each refugee is issued an I-94 card
during the final interview in the refugee camp or processing center. This
official document is the most vital piece of identification the refugee
holds. On the I-94 you will find the following information:
-Full name
-Place of birth
-Birth date
-Date of entry into the U.S.
-Address of sponsor or sponsoring agency (VOLAG)
-Alien registration number
All refugees, including children, are issued social security cards
immediately upon entering the U.S. Most refugees carry copies of their I-94 and social security cards. If your
student carries the originals, help them get a copy made so that they can
carry the copies and store the originals in a safe location. Additional information can be fathered from the Personal Employment Plan
(PEP) which is issued to most adults as they go through the processing with
Department of Social and Health Services (DSHS) for Refugee Assistance and
Employment Security. This green form must be submitted to the state-funded
ESL classes at the time of enrollment. A bilingual Community Service
Officer