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ESL teachers have intensive contact with the students facing the greatest adjustment challenges in an international school - language difficulties and, frequently, significant cultural differences. For many of these students this will be the first time living in another country and as a result they have few of the skills that enable children to adapt easily to an international environment. All are making a double adjustment, to a new country and culture, and yet another school and culture and often, to a mixed ESL class. Students struggle to understand the school environment, other-culture students in their class and the world outside the school walls. ESL teachers therefore teach not only English but also school culture - from structuring essays and using research skills to playground behavior. Most ESL departments become 'places of retreat' for students. Many ESL teachers become their students' confidants and even guardians. This creates a complex role vis-à-vis the rest of the faculty. In some cases this can lead to unrealistic expectations on the part of students and conflict with other faculty members.
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Counseling is highly culture-dependent. Counselors in international schools deal not only with a large range of nationalities and a wide range of cultural differences including concepts of helping, of mental and physical health, of achievement, modesty, courtesy and hierarchy in addition to those relating to education. This requires a high degree of cultural sensitivity and an awareness of personal cultural stereotypes and mindsets, counseling style and presumptions. In addition counselors require knowledge of the challenges facing international students, short-term and long-term as well as adaptation difficulties. They are frequently responsible for organizing related programs to assist students in assimilating, preparing for college and going home. Counselors in international schools frequently are asked to become involved in situations in which intercultural differences play a significant role: miscommunication, lack of understanding, confusion and frustration. Crisis caused by prejudice and racism, national cliques and international tensions also arise on a regular basis. These require rapid reaction by all involved. In many cases faculty members look to counselors for guidance. Careers Counseling We hope to be able to offer modules on the requirements of various countries for college and university entrance as well as the opportunities for other jobs and careers in the future.
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We do not consider other cultures from a
neutral point but are bound to our own culture on many levels. ESL
teachers because of their close relationship with students of often
quite different cultures require a sense of their own background not
only to decipher their own reactions to student behavior but to be
able to detect students' differences and therefore find where
problems may lie and provide guidance. Activities explore personal
perceptions, cultural parameters, tolerance of dissonance and limits
of tolerance.
Children living abroad or growing up abroad are
different from students at home in a number of ways. Living abroad is
stressful and can exacerbate normal, or existing problems.
International students are also confronted with a number of problems
not facing their peers 'at home', for instance, culture shock and
adjustment problems, returning home, difficulties relating to
language and cultural changes, identity problems to do with bi- and
multiculturalism, cultural conflict with peers or parents.
Information on international students is supplied with emphasis on
psychological and educational factors.
Counselors require general intercultural skills
but also those relating to the counseling situations. In this session
information is provided on cross-cultural counseling. Activities
involve the assessment of skill level and a plan for the development
of further skills and resources. Program 2 (1/2 day)
Prejudice, stereotyping and racism are
inevitable factors in international schooling but schools can do a
great deal towards avoiding problems. Counselors are an important
link in the chain of monitoring, intervention and developing
strategies. This session covers information on the mechanics of
racism, methods of monitoring attitudes in schools, raising awareness
and proactive strategies for prevention. Counselors must react to individual and school-wide crises. This session considers the types of crisis which arise in schools and the steps which schools can take.
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