Stages of acculturation (Ontario Ministry of Education.

Grades 1-8 ESL and ELD – A Resource Guide

(2001) Although the background of all newcomers cannot be generalized, it is acknowledged that most
or all newcomers experience a period of cultural adjustment. The rate may vary dependent on the
individual student, and some may remain in one stage for an extended period of time, or may repeat
characteristics associated with an earlier stage if the process has been interrupted. Students find it
easier to learn English if they receive support while going through the acculturation process.

 Initial enthusiasm (excitement, eagerness, optimistic)

 Culture Shock (confusion, misunderstanding, anxiety; demonstrate withdrawal, alienation, and
in some cases, aggression)
 Recovery (more constructive attitudes, speak better English and feel less anxious; try new
behaviours and test limits)
 Integration (emotional equilibrium restored; show humour and trust; able to value both old and
new cultures)

Jean Clinton Growth Mindset – Kids will do well if they can, not if they want to. Kids are at promise, not
at risk. The child is not their behavior.

How to support newcomer students:

 One person whose “eyes light up when they walk through the door”
 Safe Caring Environment to which they feel like they belong
 Get them to do what they love to do
 Experiential ENGAGE learning

Cultural dissonance – Anila Rauf https://prezi.com/j5fs5zfdllvq/cultural-dissonance/

 Cultural Dissonance is an uncomfortable sense of discord, disharmony, confusion, or conflict

experienced by people in the midst of change in their cultural environment. The changes are
often unexpected, unexplained or not understandable due to various types of cultural dynamics.
 When the values of one culture clashes with the values of another.
 Typical clashes include: ethical, spiritual, or even examples on the level of identity, such as
fashion, entertainment, and speech.
 When children in education systems experience cultural dissonance, they become vulnerable to
educational disadvantage, thus cultural dissonance can have a profound and negative effect on
academic achievement and the personal development of students.

biculturalism

intercultural competence

culture shock

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf
 Culturally Relevant Teaching – teaching that integrates a student’s background knowledge and
prior home and community experiences into the classroom
 Culturally responsive pedagogy does more than acknowledge the cultural uniqueness of each
student (not just celebrating cultural days and surface-level representation), they intentionally
nurture it in order to create and facilitate effective conditions for learning – they see diversity in
terms of student strengths and orient to it as presenting opportunities for enhancing learning
rather than the challenges and/or deficits of the student or particular community
 Mindset of Culturally Responsive Educators
o Socio-cultural consciousness – requires the teacher to self-reflect on their own biases
and social identity within the social, historical, and political context
o Shake off biases and hold positive, high expectations of their students and their ability
to learn and achieve academic success
o Committed to being an agent of change to remove barrios and create conditions for
learning that are beneficial for all students
o Have an interest in, and actually have a deep knowledge of their students by building
strong relationships with their students’ families and promote a collaborative approach
between home and school to supporting their students’ education
 Which allows them to use this knowledge to best support student learning and
well-being
o Constructivist approach that promotes authentic learning based on student’s own
natural curiosity about their own experiences (e.g. for a unit on travel, students could
research their own choice of destination, for which some may pick their hometowns, or
a city that they have travelled to before)
o
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