Online Language Courses

The students in this study identified multiple factors in their struggles and triumphs in changing countries. They could describe their cultural experiences in both places as well as their attempts to cope with differences in schooling and living in general. A wide range of domains impacted the students’ acculturation successes: language learning, school life, racial dynamics, hobbies and activities, making future plans, cultural differences, friendships, homesickness, peer relationships, career plans, support in the US, dating, trips home, and insider/outsider feelings.

Indonesia Language Test – UMB PTN 2009 Code 110

Indonesia Language Test – UMB PTN 2009 Code 210

Cultural experiences have a strong impact on the students’ campus and community perceptions. The language learners found themselves entangled in complex multidimensional cultural webs which interact with language. They needed adult and peer relationships to sustain them while they were building new social relationships concurrent with new school and cultural competencies. Specific adult interventions were needed from coaches, teachers, family members, counselors, and other support people in their lives.
The implications of this study have a bearing on teacher education and the development of teacher skills. Both teacher educators and new teachers need an in-depth understanding of second language acquisition processes coupled with language development strategies to address the students’ many levels of proficiency. “Lumping” all ELLs together as if they all had the same instructional needs is a mistake. Instruction of the English language itself should be done by those who have an interest and demonstrated expertise in teaching a foreign language rather than placing the burden on every teacher, no matter where their abilities lie. This requires teacher involvement and strong motivation for working with transitioning students, as well as cultural and linguistic competencies. Perhaps the single most important part of impacting student acculturation is listening to the students themselves.

References
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Marjo Mitsutomi, University of Redlands, CA
VernaLynn McDonald, University of Redlands, CA
Mitsutomi, Ph.D., is Director of Master’s Program in Curriculum and Instruction, and McDonald, Ed.D., is Assistant Professor in the School of Education, University of Redlands.
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