Asian High School Asian High School Newcomer Cross-Newcomer Cross-

Cultural Adjustment:Cultural Adjustment:How Counsellor’s Can How Counsellor’s Can

HelpHelp

Michael LeBlancMichael LeBlancFHS/UNBFHS/UNB

Why Me?Why Me?

High school guidance counsellor High school guidance counsellor working with many newcomers working with many newcomers and immigrantsand immigrants

Lived and worked in South Lived and worked in South Korea from 1995-2001Korea from 1995-2001

Research focus on newcomer Research focus on newcomer adjustment and multicultural adjustment and multicultural educationeducation

Why you?Why you?

What What brings you brings you here?here?

Why this topic?Why this topic?Canadian newcomer adjustment experience Canadian newcomer adjustment experience relatively unknown; Korean and Chinese relatively unknown; Korean and Chinese groups are groups are heterogeneousheterogeneous

Large percentage of newcomers in Large percentage of newcomers in many many high schools in Canada are high schools in Canada are Korean and Korean and ChineseChinese

Schools and communities unpreparedSchools and communities unprepared for for increase in newcomer populationincrease in newcomer population

Current school programs inadequateCurrent school programs inadequate for new for new diverse school reality (Walqui, 2000)diverse school reality (Walqui, 2000)

Counsellors,Counsellors, as leaders in systemic change, as leaders in systemic change, face much responsibility for school face much responsibility for school adjustment of newcomersadjustment of newcomers

Five ObjectivesFive Objectives To review the results of my qualitative To review the results of my qualitative

research research

To examine current literature of Korean To examine current literature of Korean and Chinese adolescent newcomersand Chinese adolescent newcomers

To explore current school support practicesTo explore current school support practices

To offer recommendations for counsellors, To offer recommendations for counsellors, particularly in the school environmentparticularly in the school environment

To discuss To discuss youryour experiences with this experiences with this populationpopulation

Background StatisticsBackground Statistics 220,000220,000 newcomers annually in Canada (CIC, newcomers annually in Canada (CIC,

2007)2007) 20%20% of Canadian population ‘minority’ in 8 years of Canadian population ‘minority’ in 8 years Number of new immigrants in Canada: Number of new immigrants in Canada:

Chinese - #1; Korean - #5Chinese - #1; Korean - #5 National increase in K and C immigrants – National increase in K and C immigrants – 10%10% New Brunswick increase in K and C immigrants – New Brunswick increase in K and C immigrants –

50%50% Number of new Korean families in Fredericton Number of new Korean families in Fredericton

since 2002 – approximately since 2002 – approximately 200200 Number of Chinese families in Fredericton – Number of Chinese families in Fredericton –

approximately approximately 200200 Number of new Chinese and Korean students Number of new Chinese and Korean students

enrolled at Fredericton High School since 2003 – enrolled at Fredericton High School since 2003 – approximately approximately 125125

What makes Chinese and Korean What makes Chinese and Korean adolescentadolescentnewcomers uniquenewcomers unique

Canadian Canadian educationeducation one of main reasons one of main reasons for coming (Confucian influence)for coming (Confucian influence)

Relief from national exam system…Relief from national exam system… SeldomSeldom academic gaps – usually opposite academic gaps – usually opposite Strong parental support – often astronaut Strong parental support – often astronaut

familiesfamilies Parents SES, education levelParents SES, education level Societal expectations – ‘Model Minority’Societal expectations – ‘Model Minority’ Collectivism vs. IndividualismCollectivism vs. Individualism Within group pressures and obligationsWithin group pressures and obligations Large enclavesLarge enclaves Large/sudden increase in populationLarge/sudden increase in population Cultural Language ‘fit’Cultural Language ‘fit’

Traditional Traditional

Asian ValuesAsian ValuesTraditional Traditional Western ValuesWestern Values

CollectivityCollectivity IndividualismIndividualism

Group IdentityGroup Identity

Achievement of goals set by othersAchievement of goals set by others

Obligations to groupObligations to group

AutonomyAutonomy

Achievement of individual’s goalsAchievement of individual’s goals

Trained to be individualsTrained to be individuals

Duty and ObligationDuty and Obligation Rights and PrivilegeRights and Privilege

Relational responsibilityRelational responsibility

Duty to othersDuty to others

Motivation based on obligationsMotivation based on obligations

Responsibility to selfResponsibility to self

Personal rightsPersonal rights

Motivation based on feelingsMotivation based on feelings

HierarchyHierarchy EqualityEquality

Submissive to authoritySubmissive to authority

Emphasis on position in relationshipsEmphasis on position in relationships

Accepts rules/PolitenessAccepts rules/Politeness

Dislike for rules/ControlDislike for rules/Control

Play down superiority/inferiorityPlay down superiority/inferiority

Questions authorityQuestions authority

DeferenceDeference Self-AssertionSelf-Assertion

Passivity and YieldednessPassivity and Yieldedness

Adherence to social politenessAdherence to social politeness

Emphasis on self effacementEmphasis on self effacement

Aggressive and expressiveAggressive and expressive

AssertiveAssertive

Open and accessible to othersOpen and accessible to others

Adapted from Lee Kim, 2001Adapted from Lee Kim, 2001

The Immigration Experience for The Immigration Experience for High School-Aged NewcomersHigh School-Aged Newcomers

Adjustment StressAdjustment Stress Settlement TasksSettlement Tasks Language LearningLanguage Learning Cultural Learning Cultural Learning Interpersonal RelationshipsInterpersonal Relationships AcademicsAcademics Community ContactCommunity Contact Adolescent Identity Adolescent Identity

DevelopmentDevelopment

““The adjustment experiences of high The adjustment experiences of high school-aged Korean and Chinese school-aged Korean and Chinese newcomers”: newcomers”: Research DesignResearch Design

Qualitative/PhenomenologicalQualitative/Phenomenological- understanding the complex and - understanding the complex and dynamic experiencedynamic experience

Four Korean, two Chinese high Four Korean, two Chinese high school students (15/16 yrs old, 3 school students (15/16 yrs old, 3 male, 3 female)male, 3 female)

Semi-structured interviews (45-65 Semi-structured interviews (45-65 minutes)minutes)

In Canada between 6 months and 3 In Canada between 6 months and 3 yearsyears

What did these What did these six interviewees six interviewees

talk about?talk about?

Identified Identified Theme StructureTheme Structure

1. Initial Adjustment Experience1. Initial Adjustment Experience Impressions upon Arrival Impressions upon Arrival CultureCulture

2. Home Experience2. Home Experience SettlementSettlement Communication and Language AcquisitionCommunication and Language Acquisition SupportSupport

3. School Experience3. School Experience Communication and Language AcquisitionCommunication and Language Acquisition CompanionshipCompanionship National Exam Relief and Volunteer ActivitiesNational Exam Relief and Volunteer Activities AcademicsAcademics SupportSupport

4. Community Experience4. Community Experience Korean/Chinese Community Support and Korean/Chinese Community Support and

ActivitiesActivities 5. Recommendations for Newcomers5. Recommendations for Newcomers

FindingsFindings: Reactions : Reactions upon arrivalupon arrival

Size of Fredericton a surprise Size of Fredericton a surprise AllAll spent first 4-7 days sequestered spent first 4-7 days sequestered

in home/hotelin home/hotel““[We] just stayed in some [We] just stayed in some

family family hotel hotel and communicated and communicated with the with the Chinese people. We Chinese people. We couldn’t couldn’t learn anything about learn anything about Canada…. Canada…. You know, in the first few You know, in the first few days I days I didn’t communicate with didn’t communicate with

anybody” (H, interview)anybody” (H, interview)

FindingsFindings: Growing : Growing population an issuepopulation an issue

Education/language learning Education/language learning main reasons for immigratingmain reasons for immigrating““I didn’t know New Brunswick. I just I didn’t know New Brunswick. I just knew Vancouver, Toronto, big knew Vancouver, Toronto, big cities…there were not very much cities…there were not very much Korean people here – two years ago. Korean people here – two years ago. But, now, there is many people here. But, now, there is many people here. If there are many Korean students If there are many Korean students there’s no chance to speak English. there’s no chance to speak English. My parents are worried about when My parents are worried about when Korean students are here” (Y, Korean students are here” (Y, interview)interview)

FindingsFindings: Home language: Home language

Most Korean and Chinese Most Korean and Chinese participants spoke only national participants spoke only national language (L1) at homelanguage (L1) at home

All felt it negatively affected ELL, All felt it negatively affected ELL, but also felt it was a stress relief but also felt it was a stress relief to speak national language at to speak national language at home: home: ““I just speak without any I just speak without any thinking; it just comes out” (J, thinking; it just comes out” (J, interview) interview)

FindingsFindings: Home support: Home support

1 on own (guardians)1 on own (guardians) 3 astronaut families3 astronaut families 2 with both parents2 with both parents

FindingsFindings: School: School

Language acquisitionLanguage acquisition and and making ‘Canadian’ friendsmaking ‘Canadian’ friends two two main adjustment difficultiesmain adjustment difficulties

““They’reThey’re the [main] problems the [main] problems …English and making friends. …English and making friends.

If IIf I spoke English very well I could spoke English very well I could make many friends. I would try make many friends. I would try

if I if I could speak English very well. could speak English very well. I’m trying now, too, but it’s I’m trying now, too, but it’s

hard” hard” (Y, interview).(Y, interview).

FindingsFindings: Language: Language

Learning English: A main reason Learning English: A main reason for coming to Canadafor coming to Canada

Korean students spoke mostly Korean students spoke mostly Korean with Korean friendsKorean with Korean friends

Chinese students spoke only Chinese students spoke only English with Chinese friendsEnglish with Chinese friends

5/6 had negative views of their 5/6 had negative views of their English language competencyEnglish language competency

FindingsFindings: Companionship: Companionship

All struggled to make solid All struggled to make solid Canadian-born friends; some still Canadian-born friends; some still searching after 2 years…searching after 2 years…

“…“…I want Canadian friends more than I want Canadian friends more than Korean friends. But, Korean friends are Korean friends. But, Korean friends are important for me because we think the important for me because we think the same. But I need Canadian friends for same. But I need Canadian friends for English and that’s why I came here…but I English and that’s why I came here…but I couldn’t…that’s the problem.” (Y, interview)couldn’t…that’s the problem.” (Y, interview)

FindingsFindings: Extra-time: Extra-time

Relief felt from not writing Relief felt from not writing national university-entrance national university-entrance examsexams

5/6 were very excited to have 5/6 were very excited to have time for extra-curricular activitiestime for extra-curricular activities

Most had not felt comfortable Most had not felt comfortable joining school clubsjoining school clubs

FindingsFindings: Academics: Academics

All expected to reach ‘pre-All expected to reach ‘pre-Canada’ grades immediatelyCanada’ grades immediately

Felt pressure to perform from Felt pressure to perform from parentsparents

Felt pressure to ‘escape’ EAL Felt pressure to ‘escape’ EAL quicklyquickly

FindingsFindings: Community: Community

5/6 actively involved in 5/6 actively involved in Korean/Chinese communitiesKorean/Chinese communities

They help them ‘remember who They help them ‘remember who they are’they are’

AcculturationAcculturation

DiscussionDiscussion: What does this : What does this research mean for Korean and research mean for Korean and Chinese adolescent newcomers?Chinese adolescent newcomers?

Immediate social/cultural supportImmediate social/cultural support Connections to potential friends Connections to potential friends Comprehensive ELL programComprehensive ELL program Connections to ethnic communityConnections to ethnic community Extra-curricular info/supportExtra-curricular info/support Individualized educational/academic programIndividualized educational/academic program Parental involvement/contact/infoParental involvement/contact/info Reasonable language/academic Reasonable language/academic

expectationsexpectations Encourage native language (L1) in homeEncourage native language (L1) in home School staff/student informationSchool staff/student information Classroom teacher support (Content-based Classroom teacher support (Content-based

EAL)EAL)

What are the current newcomer What are the current newcomer programming practices in programming practices in schools?schools? Lack of leadership and direction from topLack of leadership and direction from top Lack of detailed newcomer adjustment planLack of detailed newcomer adjustment plan Language learning focus (EAL classes, tutoring) – Language learning focus (EAL classes, tutoring) –

“ASAP”“ASAP” Immediate immersion in ‘typical’ new ‘fluent-in-Immediate immersion in ‘typical’ new ‘fluent-in-

English’ student scheduleEnglish’ student schedule Using native language (L1) is harmful when learning Using native language (L1) is harmful when learning

English (L2)English (L2) Lack of understanding of/info for acculturation, Lack of understanding of/info for acculturation,

psychological/cultural adjustment, social and psychological/cultural adjustment, social and academic needs for parents, teachers and studentsacademic needs for parents, teachers and students

New Korean and Chinese students will ‘find their New Korean and Chinese students will ‘find their way’way’

Segregation/under-use of knowledgeable EAL Segregation/under-use of knowledgeable EAL teachers/staffteachers/staff

New Korean and Chinese students should conform New Korean and Chinese students should conform to current system – melting pot approachto current system – melting pot approach

What to do?What to do?

1.1.Systemic ChangeSystemic Change

2. 2. LeadershipLeadership

3. 3. AdvocacyAdvocacy

Systemic ChangeSystemic Change

Counsellors contact school, Counsellors contact school, district, provincial guidance district, provincial guidance coordinators for coordinators for support/directionsupport/direction

Work with school staff/admin to Work with school staff/admin to establish a comprehensive, establish a comprehensive, specific and long/short term goal-specific and long/short term goal-oriented newcomer programmeoriented newcomer programme

EAL classes with multiple levels – EAL classes with multiple levels – part of English or Second part of English or Second Language DepartmentsLanguage Departments

LeadershipLeadership

Become the Become the expertexpert in multicultural issues in multicultural issues Develop a Develop a detailed action plandetailed action plan: ELL, social, : ELL, social,

adjustment, extra-curricular, academic, adjustment, extra-curricular, academic, community, home, info sessions, acceptancecommunity, home, info sessions, acceptance

Ensure staff understand the Ensure staff understand the role of EAL role of EAL classesclasses

Establish school Establish school tiesties with local multicultural with local multicultural associations: Korean association and Chinese associations: Korean association and Chinese association (settlement, cultural training, association (settlement, cultural training, translating)translating)

Teach staff/students about Teach staff/students about cultural cultural adjustment and related issuesadjustment and related issues (staff (staff meeting, PD)meeting, PD)

Collect DataCollect Data: Questionnaires, interviews, : Questionnaires, interviews, database, to determine needs/services and database, to determine needs/services and track #’strack #’s

Support classroom teacherSupport classroom teacher with info on with info on differentiation and content-based differentiation and content-based instructional methodsinstructional methods

AdvocacyAdvocacyEstablish atmosphere of Establish atmosphere of acceptanceacceptance, , equityequity and and accessaccess that honours diversity that honours diversityEnsure Ensure counsellor visibility/recognitioncounsellor visibility/recognitionCounsellor/EAL staff Counsellor/EAL staff collaborationcollaborationContact with English = Contact with English = Quality over QuantityQuality over QuantityEncourage newcomer Encourage newcomer parental involvementparental involvementEstablishEstablish an ‘International Student’s an ‘International Student’s Association’, ‘Newcomer Association’, or Association’, ‘Newcomer Association’, or equivalent equivalent Hold Hold information meetingsinformation meetings for BOTH for BOTH newcomer students and their parents each newcomer students and their parents each semestersemesterConsider Consider groupgroup ‘interventions’ to allow student ‘interventions’ to allow student to ‘save face’to ‘save face’Introduce newcomers to Introduce newcomers to peerspeers through through ‘Ambassador’s Club’, ‘Buddy Club’, or ‘Peer ‘Ambassador’s Club’, ‘Buddy Club’, or ‘Peer Mentors’: 1Mentors’: 1stst week key week keyHave teachers set up ‘Have teachers set up ‘buddybuddy’ for each class’ for each classEnsure comprehensive introduction to Ensure comprehensive introduction to extra-extra-curricularcurricular activity list and how to join activity list and how to join

Counselling Process Issues with Counselling Process Issues with High School-Aged NewcomersHigh School-Aged Newcomers

Low counsellor self-efficacy in areaLow counsellor self-efficacy in area Underutilization or lack of Underutilization or lack of

connection?connection? Communication barriersCommunication barriers Cultural stereotypingCultural stereotyping ID’ing source of issue amongst large ID’ing source of issue amongst large

list of possibilitieslist of possibilities Directive or non-directive?Directive or non-directive?

Counselling StrategiesCounselling Strategies

Clarify needs/counselling Clarify needs/counselling processprocess

Acknowledge cultural Acknowledge cultural differencesdifferences

Determine decision maker? Determine decision maker? (Brown, 2006)(Brown, 2006)

Adjusting communicative styleAdjusting communicative style Adjust for counselling Adjust for counselling

expectations of studentsexpectations of students

Thank you very much!Thank you very much!

Michael LeBlancMichael LeBlanc

Fredericton High SchoolFredericton High School

University of New BrunswickUniversity of New Brunswick

michael.t.leblanc@nbed.nb.camichael.t.leblanc@nbed.nb.ca

mleblan2@unb.camleblan2@unb.ca