I cannot imagine moving completely to a new country without knowing the native language. In my opinion, language is the most important aspect of unfamiliar territory. It is the first stepping stone in navigation, getting help, and so on . . .and without it, difficulty and frustration is more than likely to arise.
Refugees here in Lincoln deal with exactly that, every day, and they are at a constant disadvantage to adapting to the culture and the ways of American life.
Culture shock, as described in Intercultural Communication in Contexts is a relatively short-term feeling of disorientation, of discomfort due to the unfamiliarity of surroundings and the lack of familiar cues in the environment (Martin & Nakayama 338). The severity of culture shock depends on the involvement of refugees or immigrants in a culture or how deeply they choose to immerse themselves in a culture.
After reading the articles, the story on Suu Bweh and her children stood out in my mind. I can relate to their story, having had friends growing up from other countries in junior high and elementary school whose parents did not speak English. Khu Say, one of the oldest boys at 14 years old, faces hardships when it comes to his English homework, "When he needs help with homework outside the classroom, he is on his own. His parents just aren’t any help (Stefankiewicz)." His independence is admirable and I can only imagine how difficult it must be to study and complete homework on his own. However, Khu and his brother Khu Htoo, seem to be adapting and overcoming the initial culture shock from their move here to the United States a mere three years ago. Khu Say plays soccer for his school and Khu Htoo sets up meetings before or after class with his English teacher for help with his studies.
There is currently no program in place in Lincoln schools to help implement further learning of English and other cultural aspects: "We have no program in place right now to help these students, except for meeting with a teacher before or after school," says Lincoln Public Schools' cultural specialist, Oscar Rios Pohirieth (Stefankiewicz). I think it's safe to say the lack of programs at school could impact the experiences of children in America from other countries who are here not necessarily here by choice.
A phenomenological approach as it relates to the adaption of refugees in America deals with making sense of new patterns, understanding new information, and even taking things for granted (Martin & Nakayama 343). I think if refugees here in America can keep an open mind about what to expect in America (or any country for that matter), and wait to experience situations in a "go with the flow" kind of mindset, they will find a reduced amount of stress and anxiety in their transition. This phenomenological approach seeks an in-depth explanation of human experiences. And if an individual enters a new culture with certain expectations already in place, the chances of taking things for granted and/or being unpleasantly surprised could easily be higher. Migrants who make sense of patterns do so by communication which is defined as a "symbolic process whereby reality is produced, maintained, repaired and transformed" (Carey 1989, p.23). The understanding by refugees of experiences is crucial to a more well-rounded and complete way of viewing a new culture ((Martin & Nakayama 344).
Now, please enjoy Peter Griffin and his parody on Italian culture. ;)
References
Martin, J.N., & Nakayama, T.K. (2011) Intercultural communication in contexts (5th ed). Boston, MA: McGraw Hill.
Stefankiewicz, R. S. (2012, May 13). Lincoln's refugee students find language barriers when doing homework. Lincoln journal star. Retrieved from http://journalstar.com/lifestyles/family/lincoln-s-refugee-students-find-language-barriers-when-doing-homework/article_4fbd65f1-c12e-5702-90cd-1321dfda5257.html
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