Understand the reasons for culture shock, and empathize with learners’ difficulties. Imagine yourself in a different culture, and reflect on difficulties or embarrassments you might face. Now imagine facing them in a more permanent and critically important context. This is how your learners' might be feeling. Have patience if your learners appear slow to learn English, or are uninterested in the lessons. Life’s complications may well be interfering with learning.
Be empathetic as learners adjusts to a new culture. If learners have sufficient language skills, you may find an opportunity to discuss the stages of adjustment so they will understand that what they feel is normal and temporary.
Discuss with learners that there may be physical and emotional ramifications of these stages of adjustment. A change in diet and weather, stress, or general anxiety can result in physical symptoms like hair loss, sleep problems, weight gain/loss, headaches, and other illnesses. Anger and depression are common emotional responses when a person is having difficulties adjusting.
Assist learners to set realistic goals and expectations. This depends on factors such as a learner’s background, language level, age, and previous experience, as well as what goals may be practical for the community in which she or he are living. For example, tutors can help learners find out about jobs and job training opportunities in their community, and what levels of English are required.
Boost learners' confidence. Set tasks appropriate to each learner’s level to ensure success, and plan activities such as field trips to local places where English language interaction can be practised in an informal and non-threatening way.
Highlight learners' successes. This involves setting language tasks that the learners can accomplish successfully. The tutor should provide lots of encouragement so the learners recognize that even small steps can contribute to more long-term goals. Make sure that the learners are aware of their own progress—remind them of their starting place, and how far they’ve come.
Present opportunities for learners to communicate about their lives. Learners come here with a rich past. As they become more comfortable with you, they will begin to open up. Plan activities that allow their stories to be told. This may include journal writing as well as conversation. Create lesson plans that give learners the opportunity to share their life stories.
Encourage learners to value their own culture, as well as Canadian culture. Design activities that promote cultural sharing. (Eating is a great way!) Share music, stories, and humour.
Get in touch with community and settlement agencies. As a bridge to the community, you may be asked to help your learners with practical matters that affect their well being. For example, your learner may want to find recreational activities for his or her family, locate a family doctor, or you may need to direct the learner to settlement agencies with counsellors who can provide support.