The Role of Belongingness in International Students’ Acculturation Process

Sebastian, Bini; Slaten, Christopher D.

doi:10.1163/9789004386969_008

Cited by 2 publications

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“…The preliminary findings suggested a predominant focus on administrative and logistical aspects of acculturation, such as visa assistance and accommodation. However, these supports have been found to offer limited benefits to students' psychological well-being and social trust when compared to more inclusive classroom practices (O'Reilly, Ryan, & Hickey, 2010;Saffari Rad, 2023;Sebastian & Slaten, 2018). As Ireland continues to welcome an increasingly diverse student body, it is imperative that HEIs refine their acculturation supports to foster a more inclusive and supportive academic environment for all students.…”

Section: Introductionmentioning

confidence: 99%

Facilitating acculturation in educational settings: An analysis of policies and practices for supporting foreign students in Irish higher education

2024

Psychological Applications and Trends 2024

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Section: Introductionmentioning

confidence: 99%

Facilitating acculturation in educational settings: An analysis of policies and practices for supporting foreign students in Irish higher education

2024

Psychological Applications and Trends 2024

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“…Furthermore, Makhanya and Zibane (2020) found that indigenous people often refuse to enroll in English courses due to their negative perception of the English language, describing it as irrelevant to the indigenous people"s lives. Some indigenous learners also see the English language as a "threat" to their identity, especially since they are forced to comply with the social rules of the dominant cultural group (Charness & Chen, 2020;Ghebrekidan, 2018;Vicente, 2019).…”

Section: Introductionmentioning

confidence: 99%

Acculturation Strategies of Indigenous Students in Learning English: A Qualitative Inquiry

Clarice Dedel,

Jane Harani,

Ann Plaza

et al. 2023

JCELL

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This qualitative descriptive study aimed to identify the factors that contribute to social and psychological distance of indigenous English learners, their strategies to reduce these factors, and their insights about acculturation. To this end, ten indigenous English major students at the University of Mindanao were interviewed. Through thematic analysis, findings revealed that the factors involved in the social distance of the participants were incongruence and dissimilarity between 2LL and TL group, negative attitudinal orientation towards the TL group, and cohesiveness of the 2LL group, while the psychological factors were language shock, high affective filter, and ego permeability. To address these factors, the participants implemented the following strategies: positive intergroup relationship, accommodation of the TL, perceptual distortions in favor of outgroup vitality, cultivation of positive self-image, and development of TL skills. In terms of the insights of the participants, this study observed empowerment of indigenous community, enhancement of exposure to second language input, instructional scaffolding in L2 teaching, implementation of intercultural approach, immersion to the outgroup, and alleviation of affective filter. The results evinced how the acculturation dilemmas faced by indigenous English learners prevented effective second language acquisition. From this, appropriate solutions may be formulated to ensure successful acculturation in the classroom.

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The Role of Belongingness in International Students’ Acculturation Process

Cited by 2 publications

References 0 publications

Facilitating acculturation in educational settings: An analysis of policies and practices for supporting foreign students in Irish higher education

Facilitating acculturation in educational settings: An analysis of policies and practices for supporting foreign students in Irish higher education

Acculturation Strategies of Indigenous Students in Learning English: A Qualitative Inquiry

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