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dc.contributor.advisorMazurett-Boyle, Rosa
dc.contributor.authorBrown, Lauren
dc.date.accessioned2021-09-07T21:46:13Z
dc.date.available2021-09-07T21:46:13Z
dc.date.issued2020-08-07
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5259
dc.description.abstractWhen English language learners (ELLs) move from one country to another, their social, emotional, and psychological well-being is affected in school. Culture shock impedes ELLs’ academic abilities. This problem emerges from the growing number of ELLs in our country today. This number will continue to grow which should motivate teachers to become more informed on the problems that our ELLs face. The literature suggests that there are four phases of culture shock; teachers must advocate for ELLs; and it is imperative for ELLs to keep their identity in school while learning about the new culture. The PD aims to educate participants about how culture shock effects ELLs. This way, appropriate action can be taken. During the PD, participants will collaborate, share stories, and learn about this overlooked reality that students face. Research should continue to be conducted to learn more about how culture shock effects students of all ages throughout their schooling careers.
dc.subjectCulture Shock
dc.subjectEnglish Language Learner (ELL)
dc.subjectSocial-Emotional Wellbeing
dc.subjectIdentity
dc.subjectCulture Shock Phases
dc.subjectAdvocate
dc.titleCulture Shock and its Effect on English Language Learners
dc.typethesis
refterms.dateFOA2021-09-07T21:46:13Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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