2b. Beneath each citation, provide two to five sentences describing the useful information found in these sources.
3a. In what ways is the information you read related to your topic, project goal, and/or a particular objective?
3b. What did you learn that was new or surprising or that contradicted or confirmed your previous thoughts or knowledge?
3c. What new questions were raised while reading these sources and thinking about your project?
Littlemore, J., Chen, P. T., Koester, A., & Barnden, J. (2011). Difficulties in metaphor comprehension faced by international students whose first language is not English. Applied Linguistics, 32(4), 408–429. https://doi-org.ezproxysuf.flo.org/10.1093/applin/amr009
2b.
This document discusses the difficulties that occur when International students are not fluent in English, but perceive to go for higher education in the U.S. If they are not fluent in English or if they do not feel confident enough to use it in a highly sophisticated academic environment, such as the one in colleges, the language can create a substantial “wall” that can prevent International students from understanding the class materials. Not only does this prevent them from reaching their full potential, but it makes their whole college experience unnecessarily more complicated compared to their fellow fluent speakers.
3a.
I decided to use this source as it talks in great detail about one of the central struggles that International students experience when coming to study in the U.S.
3b.
It could also trigger stress, anxiety, and other mental issues, and it can create difficulties in communicating with other peers, particularly fluent speakers. They might not ask for help from the staff of the school they go to, even if the international students realize they need it, which can lead to even more complications in the new environment. All of these complications isolate minorities even more.
3c.
Is there a solution that can be used as an ultimate solution to all these problems if they are that tightly interconnected?
Sherry, M., Thomas, P., & Chui, W. (2010). International students: A vulnerable student population. Higher Education, 60(1), 33-46. Retrieved from http://www.jstor.org.ezproxysuf.flo.org/stable/40784044
2b.
This is a research paper that points out the key factors that put some International students in poor mental health while adjusting so the new environment while studying abroad. It states that a welcoming University and a supportive community often can make a massive difference in the transition. It explains how ignorance of the critical factors leads to a potential failure in the new educational context of the International students.
3a.
The literature highlights the ways in which a University environment, and a local community, can be more (or less) receptive and welcoming to international students (page 35).
3b.
A great deal of the literature stresses that English language proficiency, cultural shock, cultural misunderstanding, financial problems, and more. The experience of international study can be harrowing for some students who experience social exclusion, linguistic and cultural barriers, a lack of understanding, racism, and other problems such as homesickness.
3c.
If international students are not fully supported, and if barriers to their social and educational development hinder the international experience, these students could end up being exploited by host institutions. What immediate procedures can be done to ensure international students aren’t being used throughout their study-abroad experience? In what ways can an international student be exploited?
Presbitero, A. (2016). Culture shock and reverse culture shock: The moderating role of cultural intelligence in international students’ adaptation. International Journal of Intercultural Relations, 53, 28–38. https://doi-org.ezproxysuf.flo.org/10.1016/j.ijintrel.2016.05.004
2b.
This study aims to address the gap in the literature by looking specifically at how cultural intelligence, as an intercultural capability, can assist individuals in managing culture shock and bring about faster adaptation. It extends the previous research by investigating not only culture shock but also the reverse culture shock.
3a.
Touching upon reverse culture shock is difficult, as there are not a lot of studies that give information about what it is and how it affects international students. It is crucial to consider it as part of the study-abroad experience, as everything has a beginning and an end. For some graduated scholars, the end is going back to their home country. In most cases, that is not considered as part of the international educational experience, which I find wrong, as it brings a lot of difficulties as a result of being an international student that lives in a foreign country.
3b .
I have never thought of reverse cultural shock before, and this reading gives a good definition of both culture shock and reverse culture shock. However, to date, very little is known about the relationship between the two.
3c.
How does reverse culture shock affect individuals? What is the relationship between culture shock and reverse culture shock? How do graduates recover from it? Are there any longlasting effects from it? What can be done to help international graduates deal with the new (old) environment and ease the reverse culture shock?