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English Language Learners and the
Acculturation Process
Analia Almada, LPC, LMFT, NCCFrancesca Reilly-McDonnell, MALourdes Rubio LPC, NBCC, DAPA
Israel Salas, MA
Minority Student Achievement Network ConferenceApril 27, 2015
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Today we are going to discuss…
The Acculturation ProcessReunited FamiliesUnaccompanied MinorsGroup Work Support for Healthy AcculturationLong Term English LearnersResources
Arlington Public Schools, ESOL/HILT Counselors, 2015
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LanguageDevelopment
CognitiveDevelopment
AcademicDevelopment
Socialand
CulturalProcesses
Language Acquisition for School, by Virginia P. Collier, 1994
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ESOL Resource Counselor
Special Qualifications:Bilingual and Bicultural
MA in Counseling, Psychology, Social WorkExtensive experience counseling families
and working with adolescentsKnowledgeable about the diverse community
Knowledgeable about community resources
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Each type of ELL has distinct educational needs:
Arlington Public Schools, ESOL/HILT Counselors, 2015
1.Highly educated, literate newcomers
2.Under -schooled newcomers
3.Long term ELLs with 6+ years of US schooling
4.ELLs progressing successfully through a developmental sequence
5.Struggling ELLs failing to make expected progress in the mainstream
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One: What I value most about my culture…
Two: What would I miss the most about my culture if I had to immigrate
Three: What strengths from your culture would you like to bring to the new culture?
Group Activity
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Acculturation is …the process that occurs when two cultures come into long-term contact, which produces changes in the language, behaviors, and values of individuals in both cultures.
Definition of Acculturation Process
“Explaining the Gender Disparity in Latino Youth’s Education: Acculturation and Economic Value of Education”. Colón and Sanchez, 2010.
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Factors Influencing Acculturati
on
Family separatio
n
Reason for
immigration
SES
Language
Culture
English proficienc
y/education
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Acculturation used to be seen as a linear model – Now, it is viewed as
a multidimensional process
Acceptance or Rejection of Dominant Culture
Maintenance or Rejection of Original Culture
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Immigration
Elation
Culture Shock
(Resistance)
Recovery and
Optimism
Integration (Acculturation)
Model of Acculturation
From “Teaching and Learning in Multicultural Schools”, Elizabeth Coelho, 1998; and http://www.helium.com/items/2168437-processes-of-culture-change-acculturation
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School/Community
Family Stress
Immigration of Parent
Child
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Adaptation/Integration
Assimilation
Marginalization
Healthy vs. Unhealthy Acculturation
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Complete Assimilation
Rejection of home culture
Discard of native
language
Family and social
difficultie
s
Denial of previous identity
MARGINALIZATION
Rejection of new culture
Rejection of new
language
Family and social
difficulties
Exclusion from new society
Unhealthy Acculturation:Assimilation vs. Marginalization
COMPLETE ASSIMILATION
Rejection of home culture
Discard of native
language
Family and social
difficulties
Denial of previous identity
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Issues of Acculturation Attachment Separation Resentment Grief Anger Reunification New family units Differences in expectations
Reunification
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Reunited Family Video:
Leaving the Home Country
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Discussion:
What issues do you anticipate that will affect the acculturation process of the student in this situation?
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Reflection:
What are the stressors that would impact these students’ schooling?
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Reunited Video:
Arriving in the United States
Two Scenarios
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Discussion:
What are the stressors that would impact these students’ schooling?
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Reunification:◦ Separation◦ Attachment◦ Anger◦ Grief
Adaptation◦ From excitement to frustration to anger
Trends for Reunited Families
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Resentment Commitment to family in their country. Expectations
◦ Fit into the new family◦ Care for siblings◦ School attendance◦ Contribute to household expenses◦ Work
Newly arrived◦ Work vs. study◦ Condition for staying in the USA◦ Adult life in their countries
Trends for Reunited Families
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Children that come without adults Older relatives take them in Expectations to work School is temporary Expectation to be independent Little or poor supervision Transient students
Unaccompanied Minors
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Newly arrived students: Issues of acculturation Reunited students: Issues of acculturation,
separation, resentment, reunification Selected According to Student Needs:
1. Skills– Empowerment, cohesiveness. 2. Academic and/or Attendance Groups3. Relationships4. Coping with trauma5. Career exploration6. Anger and stress management
Grade level groups Support groups
Focus of group work
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Bullying Dating Parental control Gender roles in society
Religion
Domestic Violence History of political tensions
Clothing Eating habits School system Substance abuse
Consider these topics from a cultural perspective:
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Students are able to process the impact of the immigration experience
Students are able to concentrate in the academics during classes, instead of acting out their desperation
Students find a place where others share their experiences and find solutions together
Impact of the Group on Student Members
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Academic Language and Skills for Success (ALAS) Parent Leadership Facilitation Latino Youth Leadership Conference and other
Leadership Opportunities Multicultural Parent Conference Clubs: Latin American Student Association,
Hispanic Student Association, International Club, Latinos for Excellence
Lunch Bunch Community Partnerships The Dreamers Project Parenting Workshops
Additional strategies for supporting healthy acculturation of English Language Learners:
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“Their conversational ability in English is similar to that of a native speaker. Nevertheless, they have not developed academic English, and their school performance is well below average. They need academic support from teachers who are knowledgeable about second-language issues but they do not need the kind of support designed for special education students.”
(Freeman & Freeman 2002, p. 29)Arlington Public Schools, ESOL/HILT Counselors, 2015
Social English language proficiency may give a false impression of academic English proficiency and readiness for academic rigor:
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Long Term English Language Learners:
7 years+
Low Literacy in 0wn language
Below grade level achievement
Low test scores
False perception of their academic achievement
Oral English proficiency vs. Academic English Proficiency
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Experience conflicting cultural identification:-they are Americans but see themselves as marginalized
Need support from staff who are knowledgeable about the process of acculturation
Need support from staff knowledgeable about the process of English language acquisition
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Resources:For information and specific ways of addressing the issues of Immigrant Reunification visit Silvia’ Burwell’s Blog: THE IMMIGRANT FAMILY: HEALING THE LOST BOND
MPI (Migration Policy Institute) Free Webinars on Regions:· Africa (sub-Saharan) · Asia and the Pacific · Central America & the Caribbean · Europe · European Union · Middle East & North Africa · North America · United States · Canada · Mexico · South America Arlington Public Schools, ESOL/HILT Counselors, 2015
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Other Resources:Reunifed Family Video
Bridge Manual for research and assessment information regarding ELLsEmail [email protected] for more information
For Descriptor of each English Language Proficiency Level visit WIDA Website: www.wida.com
Arlington Public Schools, ESOL/HILT Counselors, 2015
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Questions and Comments?