• Frustration over the inability to do “simple” tasks that were easily completed at home
  Not only is the language different but the procedures as well. For example, the procedure for riding a bus differs from place to place. In some countries, payment occurs after the ride is complete. There may also be a man on the bus who takes your money once you are seated. The way in which you signal to get off the bus may also be different. Imagine trying to ride a bus in Edmonton without the proper change or knowing the purpose of the fare box and bell cord.
• Feeling that their identity is threatened
  While Canada is a multicultural country, there is still an expectation for those outside “mainstream society” to become acculturated. Keeping traditions and raising children in the manner learners feel is best may be more difficult than they originally anticipated.
  Traditional parent-child relationships can be dramatically altered when children know more English than their parents. Having to depend upon children for assistance can cause problems as it may undermine the parent’s authority. In some situations, it can even result in parental abuse.

There are four stages of culture shock:

• Honeymoon
  The honeymoon phase takes place when people first arrive. There is genuine excitement about the new place and a belief that life in the new region is an adventure.
• Hostility
  This generally takes place four to six months after arrival when the newcomer realizes the limitations of the new environment. For example, she may not be able to get the food she likes or may find it difficult to participate in many of the activities that are important to her. If your learner is suffering from culture shock in this stage you may notice that she may:
  • complain about a variety of things, perhaps even claiming to hate the new environment
  • want to go home regardless of her previous situation
  • spend more time with people who speak the same language
• Humour
  In this phase, the learner has resolved, or is in the process of resolving, negative feelings about the new culture. She may have found new friends and has tried to come to terms with both the “old” and “new” way of living.
• Home
  Acceptance of the new home; the learner feels that she is here to stay! Everyone experiences culture shock in different ways, to different degrees. One person may adjust with relative ease, whereas another person may suffer from more pronounced culture shock. Some people never make it to the home stage and may move back to their original country. Others move back and forth through the stages as they deal with new issues. Getting through difficulties will require persistence and a willingness to learn (but not necessarily assimilate).

Additional comments

Depression is a taboo in many cultures. People may use terms that do not directly name depression in their first language. For some learners, seeking help within their own ethnocultural community is supportive, while others do not want people in their community to know about their problems. Linking learners to service providers needs to take these considerations into account. Let the learners be your guide about what kind of help they want.