An area of great importance to all ELL teachers is helping students cope with culture shock. I have experienced this myself (though as an adult, not as a child) while living abroad. I moved across the world with very little skill in the language, and had to learn on the fly. I was lucky to make friends quickly, and eventually had help overcoming both the language and cultural barriers. However, this is immeasurably more difficult for a child or adolescent, as they are required to build their understanding of academic language in addition to the customs of their new school, country and community (while still coping with their personal growth and development). However, I can definitely empathize on how overwhelming it is to feel physically and mentally lost within an unfamiliar culture. Here are some of the approaches that would help students increase their motivation and to help cope with their anxiety during their transition:
Demonstrate patience as students adjust to their new environment, and accept possible silence.
Meet with parents, and invite them into the classroom. This will not only allow parents to understand how/what their child is learning, but may ease the anxiety the student feels about their new learning environment.
Do not push students to speak before they are ready, allow them to listen and observe the classroom around them.
Pair students with a “buddy” (ideally with the same language background). Their buddy can act as a guide and help show them around the school, as well as help decode daily classroom tasks/routines.
Encourage students to continue using and learning in their L1. This may reassure them that despite learning a new language, they are not being asked to sever ties with their native language and culture.
Celebrate all success and encourage effort.
Incorporate interactive activities into lessons that allow students to participate in their learning, and interact with their peers in smaller groups.
Integrate movement and gestures into lessons (encouraging students to follow along).
Post visuals on the classroom walls (and incorporate into lesson materials) to students may be able to recognize and respond to.
If possible, provide books and novels in the classroom library written in the students L1.
Focus on “receptive language,” and use repetition, so students can build an understanding of the questions and basic tasks they are asked to do each day.
Teach practical (survival) language, which allows students to use the language necessary to communicate and function outside of the classroom.