A few days ago I was reminded of the importance of
language as I think it is something that is often taken for granted in today’s
society. When discussing an issue with
my neighbors in my apartment building it was extremely difficult to articulate
what I wanted to say as he was a foreign exchange student who knew very little
English. Through hand gestures and
common English I was eventually able to get my message across, but this was
very eye opening as that isn’t an issue I am frequently faced with. When reading through these articles it was
very easy to envision the sense of culture shock these refugees must be
feeling.
The second phase of the interpretive approach after
anticipation is culture shock, which came to my mind while reading all of these
articles. Culture shock is a relatively
short-term feeling of disorientation and discomfort due to the lack of familiar
cures in the environment (Martin & Nakayama, 2012, p. 338-340). This is a phase that is often felt by foreign
exchange students, refugees, expatriates, etc.
This concept has been compared to a disease stating that if it is dealt
with properly it can be cured and a solution can be found.
The
first article discusses students struggling with language while trying to
complete their homework. The language of
the culture in which they are living shocks these students. To help cope with this issue, these students
seek help from their teachers before and after school (Stefankiewicz,
2012). There isn’t currently a
system in place for these refugee students; therefore, meeting with teachers is
the most helpful option. As their
vocabulary continues to grow they won’t feel as shocked by the language
difference.
Long-term
adaptation isn’t easy for every refugee.
For instance, Kusukika is a refugee who now holds a job at Bryan LGH
Medical Center (Smith, 2011). He has settled in Lincoln, Nebraska and is
confident in his language by says that the most difficult thing is to be
integrated, which can cause problems.
Sometimes culture shock can turn into long-term when resistance happens
with assimilation (Martin & Nakayama, 2012).
The
final article discusses Moe Free’s transition from Burma to the United
States. His story really emphasizes
someone who has appropriately coped with culture shock. He came here not knowing any English and soon
after was able to bridge the gap. He was
optimistic, patient, and had a sense of humor; all which are crucial to culture
shock adjustment. He was able to adapt
and feel at home here in Lincoln, Nebraska (Meyers, 2011). Karen Parde is a
refugee coordinator who provides refugees with assistance once they get
here. All of these steps are necessary
for productive and continuous success.
The
interpretive approach is the umbrella held over anticipation, culture shock,
and adjustments are crucial steps for all refugees. Although not all refugees face culture shock
it is important that processes be put into place for these instances. One of the downfalls of this I noticed was
with the refugees who struggle with language at school. Since there isn’t a secure plan set in place
it may be difficult for students to adapt and feel at home quickly. In order to properly facilitate growth it is
great to remember that not all values are created equal, be willing to engage
in new culture, and be patient (Martin
& Nakayama, 2012, p. 340). Change doesn’t happen over time, but if one
has a positive attitude and a sense or humor the culture shock process doesn’t
have to be a painful one!
The beginning of this video clip shows students learning their new language through song.
References:
Martin, J.N., & Nakayama, T. K.
(2012). Intercultural communication in contexts(6th ed.). Boston,
MA: McGraw Hill.
Meyers, E. M. (2011, December 5).
Lincoln community home to refugees from around the world.NewsNetNebraska.
Retrieved from
http://www.newsnetnebraska.org/news/lincoln-community-home-to-refugees-from-around-the-world/
Smith, M. S. (2011, December 11).
Lincoln refugee finds empathy as strife hits congo. Lincoln journal
star. Retrieved from
http://journalstar.com/news/local/lincoln-refugee-finds-empathy-as-strife-hits-congo/article_6f011d2a-fe13-5d11-bbee-b5de6f5aba59.html
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
