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5/2/2021

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#1 Sharpening your Equity Lens

5/1/2021

Worksheet 1: Initial Reflections
DEI PDF: White Dominant Culture
Worksheet 2: Addressing Factors
Glossary of Terms

Transcript

RAALP: Sharpening our Equity Lens
Welcome, in this module we are going to be focused on “Sharpening our Equity Lens”. In the following slides you will be learning more about what this means, and why it is important to have equity in mind in our tutoring practices. This module was developed by Prospera Partners, a systems change-minded, social impact consultancy.

Slide 2:
Our goal? By centering equity in our work, we actively generate inclusive spaces for all to learn in a safe and supported environment.
But before we can create these spaces, we must understand what equity is.
UC Berkeley’s Initiative for Equity, Inclusion, and Diversity defines equity as: the guarantee of fair treatment, access, opportunity, and advancement while striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations and that fairness regarding these unbalanced conditions is needed to assist equality in the provision of effective opportunities to all groups

Slide 3:
WORKSHEET 1
Now that we have a definition of equity to work from, we want to build our understanding. This next section is an opportunity to sit with the definition and a few questions that will help both you and us with our understanding of equity and why it is important.
Reflecting on the definition we shared, along with your personal experience, please answer the following questions. We encourage you to collect your initial responses in a 5 minutes reflection. Set a timer if that is helpful to you. After this module we encourage you to look back at your responses to see if anything needs to be added.
The questions we are asking you are:
When was the first time you became aware of the concept of equity? This can be in your lived experience, in your work, in school. Did this look different in different spaces? What does equity mean to you? How do you see an equity lens supporting your tutoring skills?
Please pause for 5 minutes to take time with these questions.

Slide 4:
We know what equity can look like for us as individuals. In thinking of our work with others, it is important to think of equity in practice. We use community agreements as one way to embody equity as we are working with others. Often in our work with others, we start with sharing our community agreements. After sharing, there is a group consensus, understanding we have co-created these shared agreements. We also want to remind you that our work must also be a flexible and emergent process. This means that the community agreements can shift with the needs of the group. We encourage you to leave space to see if this is needed. For example, we might include a reminder to “Resource yourself as needed.” Sometimes in meetings we forget that it’s ok to take a minute to drink some water or eat a snack. Sometimes our schedules are busy, and knowing it’s ok to resource yourself, makes the space more comfortable.

The agreements we have here are a great starting point we use often in our work: All voices heard and respected Keeping in mind the acronym WAIT - Why Am I Talking? Why Aren’t I Talking? Which encourages the next agreement to, Practice Active listening: We are seeking to understand, not just to respond We must also exercise compassion and empathy Lastly, we want to understand accessibility, check-in with each other. Are there any additional needs that must be met? This might shift with each meeting. It is a great practice to start each session with a brief needs check in.

Slide 5:
DEI PDF
Now that we have created a stronger container for understanding equity and how to generate a supportive environment, we want to touch on the larger motivation of developing an understanding of what is possible when we generate inclusive spaces that are not driven by white dominant culture.
In this next section we are going to have you take time to read through a piece called:

White Dominant Culture & Tools for Something Different
“We all have culture which we express in observable ways, how we interact, what we value and hold to be true. No culture is better than another. As lovers of freedom and justice, we can aim to create inclusive spaces where we all can bring our best and highest selves. At the same time, we can be mindful of how our environments impede our ability to unleash our unlimited potential.”
Please pause for 10 minutes to take to read through the pdf “White Dominant Culture & Tools for Something Different”

Slide 6:
WORKSHEET 2
Now that you have read the document on “White Dominant Culture and Tools for something different” we want you to reflect on what this means, and how it shows up for us, again both as individuals and in our work. In this next section we will ask you to take another 5 minutes to reflect on the following questions: What is coming up for you when you are reading? Can you identify examples of white dominant culture in the workplace or in a school environment? In the examples you identified, imagine how this could be more equitable. What would be done differently? Where do you already see examples of equitable practices?
Please pause here to reflect on these questions.
It is important to recognize that white dominant culture goes beyond race understanding we have complexity in our identities, also known as intersectionality. Intersectionality is an analytical framework for understanding how aspects of a person's social and political identities combine to create different modes of discrimination and privilege. The term was conceptualized and coined by Kimberlé Williams Crenshaw.
We want you to reflect on your personal experience through ADDRESSING factors. Pamela Hays developed the ADDRESSING factors to understand our intersectionality. Please take the first 3 minutes of reflection to write down your own ADDRESSING factors:
Age, Developmental Disabilities (acquired at birth or in childhood), Disabilities (acquired later in life), Religion and Spiritual Orientation, Ethnic & Racial Identity, Socioeconomic Status, Sexual Orientation, Indigenous Heritage, National Origin, Gender Identity.
Have you considered the intersectionality of your experience before this activity? Has this shifted your understanding of inclusive spaces? Please an additional 2 minutes now to sit with these questions and anything else that is coming up for you. Like the other reflection, we encourage you to revisit after the module to see if you would like to elaborate or add to any of your responses.

Slide 7:
Now that we have increased our understanding of intersectionality, this is applied through our understanding of our power. “A relational force, not a fixed entity, that operates in all interactions. While it can be oppressive, power can also be enabling”
By understanding our power we enter our work with a larger self-awareness. For example, an able bodied, white presenting, cis, straight, Christian man will often enter a space at a higer perception of power. Especially considering many environments are rooted in that understanding. Where someone who does not fit the same identities may not be able to hold or access the same power in white space.
We can peel back another layer, understanding these dynamics that enter spaces when we examine: Intent vs. Impact - this distinction is an integral part of inclusive environments; intent is what a person meant to do, and impact is the effect it had on someone else. Regardless of intent, it is imperative to recognize how behaviors, language, actions, etc. affect or influence other people. An examination of what was said or done and how it was received is the focus, not necessarily what was intended.
Keeping these concepts in mind in our sessions, we will co-create spaces that are inclusive, and self-aware, creating the strongest container for being supported in learning.

Slide 8: (5 min) :53 So, how do we do this?
There are many ways that we are able to center equity. One of these strategies is by actively unlearning, “discarding something learned, especially a bad habit or false or outdated information”
This is not to harp on the negative, in fact:
“The power of unlearning relies on embracing our self-curiosity and navigating the buildings and streets of our inner world. Mindfully embarking on this self-journey and deciding what stays, what goes, what needs to be renovated, what needs to make space for the emotional garden that is living an authentic life . Because our most authentic selves can't bloom if we don't make space. And, sometimes, making space means saying "no" to what no longer works. Sometimes, making space means grieving the life we had, what we have believed, what we thought was the "only" way things worked.” (Psychology Today)
Which leads us to….

Slide 9:
Actively Prioritizing.
By unlearning unhealthy, or harmful narratives we are then able to prioritize and center tools of equity. These include tools such as cultural competence, inclusive language, and micro-affirmations. This also means increasing our tolerance threshold, our acceptance and open-mindedness to different practices, attitudes, and cultures. This does not necessarily mean agreement with the differences, but acceptance for what is.
Knowing our intersectional identities, and increasing our tolerance, we can embrace the power and beauty of learning environments that are created when we have spaces that are centered in equity. I also want to take a minute to ask you to pause and breathe.
We are covering topics that carry a heavy weight. Each of these terms will sit with us differently as individuals. Are your walls coming up? Are you feeling an emotional response?
Prioritize a journaling practice, meditation, or other reflective tool when you feel this tension bubble up. Strengthening our ability to examine these challenging topics, increases our tolerance and collective resilience.
Please Pause here for 2 minutes to pay attention to your breath. To sit with what has been taught today, and to give yourself gratitude for showing up to this work.
Today we have given you a lot to process. As stated in the module, we encourage you to take additional time with the reflections as needed. These are learnings that stick with us long-term.

Slide 10:
We want to end with a reminder that the work is emergent, continuous, and evolving. Requiring an increased tolerance threshold and ongoing education.
Thank you for taking the time today to do this important work. We’ve included a glossary of terms for you to keep in mind as you work with the Rio Arriba Adult Literacy program. Remember that an ongoing journaling and reflection practice is a helpful tool as we sit with these concepts that can be new and sometimes challenging.

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Transcript of Presentation

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Transcript

Welcome! In this module we will be discussing the follow topics:

What is Cognitive Development?
Adult learning theory: Andragogy
The 4 Cs

To begin, I am going to ask you three questions:
You will need to submit your answers, so can a Google Doc or Word Document and submit your answers via email.
If submitting via email, please send to read@raalp.org and make sure to include your name.
Now go ahead and pause the video and take a few moments to answer these three questions.

What comes to mind when you hear the words Cognitive Development?
What is Andragogy? What is Pedagogy? How are these two related?
Create a quick list of 4-6 thoughts you have on how adults learn.

What is Cognitive Development?

Definition:
Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors.
The areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Because we spend so many years in adulthood (more than any other stage), cognitive changes are numerous during this period. In fact, research suggests that adult cognitive development is a complex, ever-changing process that may be even more active than cognitive development in infancy and early childhood (Fischer, Yan, & Stewart, 2003).
Unlike our physical abilities, which peak in our mid-20s and then begin a slow decline, our cognitive abilities remain relatively steady throughout early and middle adulthood.

Why does this matter to you as a tutor?

It is advantageous for tutors to understand cognitive development because it can help you improve your teaching and student learning. Tutors become more cognizant to how people process, learn, and remember information, which helps them plan more effective lessons and create positive learning environments for their students.

Pause the video and complete the following exercise applying what we have covered about adult development to your response.
You will need to submit your answers, so can a Google Doc or Word Document and submit your answers via email.
If submitting via email, please send to read@raalp.org and make sure to include your name.

Please answer the following question:
Why is it important for a tutor to know about cognitive development relates to adults?
Welcome back!
It is time to move on to our next topic of discussion:

Andragogy
Every tutor’s goal is to make learning as impactful and engaging as possible. But how?
One method to master great training and course creation is by understanding how your learner’s mind works.
Adult Learning Theory, also known as andragogy, is a concept that has been around since 1833. It highlights the distinct ways adults best respond to learning and it’s a must-know for any tutor. Adult learning is a relatively simple theory to grasp, so let’s explain what it is and how its principles can be applied to your tutoring strategies.
Most educational theories, as well as formal educational institutions, have been developed exclusively to educate children and youths, this is known as Pedagogy. Pedagogy is the traditional format of teaching, where the instructor carries the majority of responsibility for making decisions about learning content, method, and evaluation. In pedagogical teaching, are generally seen as (1) being passive recipients of directions and content and (2) bringing few experiences that may serve as resources to the learning environment.

Educational psychologists, recognizing the limitations of formal education theories, developed andragogy, where the student takes control of their learning process and the teacher becomes the facilitator to this process. This was originally established the way adults to learn, but research has emerged to back up the idea that this is how everyone learns.

The Six Principles of Andragogy
1. Need to Know
Adults need to know the reason they are being asked to learn. They need to understand “What’s in it for me” or what advantage they will gain by learning.
Adult learners resist learning when they feel others are imposing information, ideas or actions on them (Fidishun, 2000).
One way is to explain the purpose of an activity or its objectives. Let them know in advance why they should pay attention and how it will personally benefit them, (i.e. better job opportunities, better communication, generally a better quality of life!)

2. Experience
As we covered in our first topic, adult learners come with experience. This experience should provide the basis for much of the learning activities. Your job is to tie their experience to the material.
Additionally, your learner’s experience can add to the knowledge base. Leveraging this experience can be a motivator for your learners. As you learn your student’s experiences, knowledge, and competencies you can adapt your tutoring methods to suit them.

3. Self-Concept
Adults have a need to be responsible for their learning decisions and in most cases, they gather their own identity from their experiences. They thrive on self-direction.
You can help their need to learn autonomously by giving them some control over their learning. On-line training is an excellent tool for providing this control.

4. Readiness
Adults learn best when the training can help them solve an immediate, real-life problem.
Think about it this way, how motivated were you to take your driving test? If you needed to drive to go to work or school your motivation was likely, very high. It was probably high even if only your perception about driving was important.
The same goes for work. How motivated are you when you need to learn a new process or computer program to be able to complete your work? Again, you are probably very motivated, that is if you want to keep your job.
Motivation increases in adults when they become aware that the acquired information is useful to solve daily problems, both in their personal and work life.

5. Problem Orientation
Adults learn best when content is problem oriented. They want to learn specific knowledge, skills and/or abilities that solve a problem rather than some generic content. They don’t necessarily want to focus on the content itself, but rather on its practical uses.
Adults are much more likely to learn when they feel the training can help them right now. To motivate them, help them identify a problem they will solve with the training. This will help them focus on learning as much as they can.

6. Intrinsic Motivation
Adults learn best when the motivation comes internally rather externally (i.e., prizes or incentives).
Now this doesn’t mean adults can’t be motivated externally, they can. For example, my boss wants me to know this and if I don’t learn it, I will be fired. For most people this is definitely a motivator. But we would probably agree this isn’t the best way to motivate an employee.
A better way to motivate learners is to find their internal motivator. These intrinsic motivators are things like knowing something makes them feel better about themselves or will give them more opportunities to grow professionally. These types of motivators have more long-term motivational power.

This is an introduction to the idea of andragogy. But to use the concept in your own work, you will need to make it your own. Look up the following terms on google and see where they lead. Look up “Pedagogy” “Andragogy,” and for a few deep cuts, “Heutagogy” and “Pedagogy of the Oppressed.” Post a few quotes from articles or videos that you find and appreciate.

The 4 Cs and Accelerated Learning
So how do we apply the principles of Andragogy in a lesson? The principles of Need-to-Know, Experience, Self-Concept, Readiness, Problem Orientation, and Intrinsic Motivation can map upon a simple four-step cognitive process known as accelerated learning:

First, you prepare the student to learn by connecting their relevance and interest to the topic.
Second, you present the knowledge they need to know.
Third, the student practices it on their own and experiences the knowledge at work.
Fourth, you encourage the student to apply what they learned in their life.
The 4Cs MAP is an instructional design tool that will organizes this process and show you and the learners where the instruction is going and the steps to get there. You will find that we try to follow the 4C model throughout these tutor training modules.

What are the 4 Cs?
CONNECTIONS: Beginning or Opening of a session/training.
Learners actively make connections with what they already know or think they know about the topic (prior knowledge), with what they will learn (learning objective), with what they want to learn (personal goals), and with each other (community building).

You may have found that we are using this in these modules: we ask you to explain what you already know about the concept before we even begin to talk about the concept.

CONCEPTS: The direct instruction, lecture, or presentation of session/training.
Learners take in new information in multisensory ways: hearing, seeing, discussing, writing, reflecting, imagining, participating, and teaching it to others, in short, quick review activities.

This is the most pedagogic of the C’s: this is where the teacher teaches. But again, it’s not comprehensive or exhaustive. It’s what the student needs to know so they can continue learning. We know you’re going to learn a lot as a tutor outside these modules, so instead of teaching you everything you need to know we are trying to teach you everything you need to learn.

CONCRETE PRACTICE: Active review that follows information delivery.
Learners actively practice the new skills, or perform a task using the training content, or they all participate in an extended, active review of what they have learned and teach others what they know or can now do.

We try to stop the module every so often where we pause the module and you get to practice. Admittedly, this is hard to do on our lower-fidelity online modules, but in tutoring you will have more direct opportunities to connect with your student and get a great back and forth between connections and concrete practice more fluidly.

CONCLUSIONS: Wrap up or closing part of the session/training.
Learners summarize what they have learned, evaluate it, celebrate it, and create action plans for how they plan to use the new knowledge and skills.

We are trying to accomplish this through the in-person element of the training where we are able to follow up on any questions you have, set you on the first steps of your tutoring path, and celebrate the completion of the training.

The 4Cs is an important concept that we will touch on a second time at the end of the training, in the “Lesson Planning” module. There, you will learn how to use the 4Cs in a more practical way. The purpose of this module, however, is to show you the cognitive process that informs this model. So, in the spirit of ‘concrete practice,’ I’d like to ask you to draw out these connections yourself using this image here.

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#4 Basic Literacy, ESL, & Culture

4/7/2021

Transcript

Basic Literacy vs. ESL

Basic Literacy and ESL: This is a distinction we apply to our students to determine the context of their literacy education. What is the difference between Basic Literacy and ESL?

A Basic Literacy student grew up speaking English, but needs to build more skills so they can reach their goals, whatever these may be. An ESL student--ESL stands for English as a Second Language--grew up speaking another language and English is, as the name suggests, their second language. Within these categories, there is a lot of variety of skill and understanding.

These distinctions can be one jumping off points for understanding your student--especially their cultural background. While not always the case, an ESL student typically immigrated to the area from another country whereas a Basic Literacy student is from here. But it is important that you get to know your student’s culture, beyond what these terms tell you, so you can make the most of their existing literacies as you guide them toward the English literacy skills they desire.

In this module, we will look at how one’s culture creates multiple forms of literacy and how these literacies can be instrumental to the acquisition of English literacy. As with all the modules in this training series, this will be a general introduction. We expect you will want to seek out specific techniques and tools to meet more particular needs of your student. RAALP will be updating its training modules regularly with shorter, follow-up trainings to help you acquire these techniques.

Culture

Culture is the organic life inside the mechanical structure of language--it lends the vitality to meaning and context. But culture is also very difficult to pin down. On one hand, there are aspects of culture that are obvious. Artistic practices, manners, norms. But why do these aspects exist in the first place? That “Why” is a much bigger topic.

Just take a look at one of the practices unique to your own culture. Why do you do that? Take a minute to think about it. Pause the video, identify a cultural practice you participate in--it can be something small, like how you greet someone--and give a list of some of the reasons behind why you do it in the way you do. Pause and take two minutes to write down these reasons.

How did that go? I bet you could have gone on and on, giving reasons for your reasons, doing research into ancestry and history. Culture goes deep.

Culture Shock and Code Switching

Let’s look at how that depth can impact a student’s experience of English literacy. We’re going to look at two phenomena in particular: Culture Shock, and Code Switching.

Culture shock is the feeling of disorientation or confusion that occurs when a person leaves a familiar place and moves to an unfamiliar one. This is particularly pertinent with ESL, as the student has, recently or in the more distant past, come to the United States from a different culture. The literacy implications are clear: the ESL student needs not only to understand the words and phrases we use in the United States, but also the reasons why we use those particular words and phrases in context, otherwise they will not be able to understand these words.

Code Switching
But there isn’t just one culture in Rio Arriba or the U.S., so it’s also possible to experience cultural disorientation or difference if you’re a Basic Literacy student who is from here. Cultural norms and the reasoning behind certain behaviors can vary from space to space--whether you’re at the MVD, at WalMart, at a community event, with family, or in school. To move between each of these places requires some amount of what is known as Code Switching—the practice of shifting the languages you use or the way you express yourself in your interactions.
There is an equity element to these terms, because someone from the culture with the most power and privilege in a society does not usually need to code switch, nor experience culture shock, to survive in that society. The United States has a complex hierarchy of privilege, which puts someone with my cultural identity--that of a white man from a protestant background--into one of the most privileged positions. This is not to say I don’t code switch or experience culture shock, just that most of society’s life-support systems have been built with a cultural language I can understand pretty well.

Think about this topic in your life. How often do you need to code switch or explain your culture in your life? In what spaces do the cultural norms match with your own, and in what spaces are they different, and how does that impact your effectiveness in these spaces?
Pause the video and ask yourself these questions. Write for five to ten minutes on this subject.
When you get a student, you can use this exercise to empathize with your student’s experience, asking yourself how often and in what situations does your student code switch and navigate culture shock?

Code switching 2
When you think about the amount of work required in code switching and navigating culture shock, you can imagine that all this work helps to build a unique set of skills. ESL students have had to navigate an incredibly complex international immigration system, take calculated risks in moving between countries, and find their place within this nation. Basic Literacy students have learned how to achieve many goals without relying on some of the literacy skills most of our society takes for granted.
Existing Literacies
But your students’ skills don’t just come from their challenges and frictions with society. Your student’s existing culture, interests, and life path has taught them many forms of language, many literacies. Take some time to learn--and learn from--your student’s literacies.
If you’re confused about what I mean about other literacies, take some time to think about the literacies you use in your own life. Think about things you could not do if you didn’t understand a language specific to that task--but this language is not inherently English. For example, there is a Starbucks literacy: you need to know what “Frappuccino and Grande and Half-Caf” mean. There is computer literacy where you need to know how to operate the software and use the filing system. Yes, these can involve English, but English is not inherent to them. Pause. Make a list. See how many of your literacies you can identify in five minutes.
Maybe you found a lot of literacies. And you may note that these literacies often coincide with culture. Maybe, however, you had a hard time distinguishing where English Literacy ended and this other literacy began. If so, that’s fine.
Your English Literacy informs and supports all those other literacies, which all blend into your culture--just as your culture informs those literacies and your English Literacy. The same can be true for your student. As you teach, you can use your students’ existing literacies and cultural understanding to support the development of their English literacy.
Bring and construct meaning
Let’s look at how the understanding of your students’ culture and literacies can support their tutoring. Listen to this passage and prepare yourself to answer a comprehension test.
“Four xupps in common use for pabbing the wabbing power of parta mediums are the basic parta curve sieg, the interval sieg, the hot breek sieg, and the zee sieg.”
What is the purpose of the siegs in the passage?
Why do you need to pabb the wabbing power of the parta mediums?
How do you perform the basic parta curve sieg?
Pause the video and see if you can answer these.
I hope you didn’t spend too much time on that, because...how can you? You don’t know over half the words! This is what happens if you just teach phonetics. Your student can read the sounds, but still doesn’t know the words. That isn’t to say phonetics are irrelevant--they can be really helpful with dyslexia and early-stage learning--but this exercise demonstrates their limitations.
What if you teach your student all of the words they don’t understand? That helps. Here is the same passage again but with real words in the place of the nonsense words.

Second try: Teaching words
“Four methods in common use for evaluating the cooling power of quenching mediums are the basic cooling curve test, the interval test, the hot wire test, and the magnetic test.”

And here are the same comprehension questions as before.

Pause the video and see if you can answer these.
You probably did better than before, but I don’t expect you to have enough context for anything more than the most superficial answer.
What is the purpose of the tests in the passage?
Why do you need to evaluate the cooling power of quenching mediums?
How do you perform the basic cooling curve test?
Of course this is just a short excerpt, so maybe you’d understand more if it was longer, but I want to ask you why you would be reading this text in your session? Why would you choose to read a chapter in a textbook called “Heat Treating, Cleaning and Finishing Metals” in your tutoring session?
Pause and take a second to think of some possible scenarios when this text makes sense.
Maybe your student is in a class on metallurgy. Maybe they have a strong literacy surrounding the processes of metallurgy, and all they need from you is some phonics and vocabulary support. Or maybe you have metallurgy literacy and they want to understand metallurgy. Then your tutor session will include extended discussions about metallurgy, in addition to reading support.

Just like culture, a text is so much more than what you see, the words on the page; you have to have literacy and cultural awareness of what those words are about. This is why, when teaching your student, it is important to understand where your student is coming from, what their interests are, what they already know. If you start with what they have, you won’t have to start from nothing.
‘Hi-interest, Low-level’ Resources
The previous slide is an imperfect example, however, because you probably want to avoid collegiate textbooks--even if your student is a metallurgy fanatic--because such texts assume their reader has an expansive set of literacies. You want to find books and resources that meet both your student’s interest and their literacy capacity. This type of text is called “Hi-Lo.” As in, high interest, low literacy.

If you can’t find a Hi-Lo resource, you can always adapt a reading--say, the textbook your student brings you from their metallurgy class--to a more suitable reading level. This is hard to do, and imperfect because you are not an expert. As such, you probably want to look at the following resources first.
Luckily, we have several resources for you.

First, you can check out our lending library. We keep this library updated with great Hi-Lo resources on a variety of subjects. You can browse our library online at https://rioadult.libib.com/ and email us with the books you’d like to reserve. You can also, of course, come in person to the office and explore the books in person.
Second, you can check out Newsela--a free resource that allows you to adapt news articles to multiple reading levels. Let me show you how it works.
Third, you can use rewordify.com to automatically simplify some of a website or text. Let me show you how it works. It’s not extensive, but it can get you started.
Finally, you can ask us to buy a resource for you. If you find something that will suit your tutoring sessions perfectly, send us the link and nine times out of ten we’ll be able to buy it for you!
Conclusion
As we conclude this module, I’m curious: what literacies did you draw upon, besides English literacy, to understand the content in this module? Anything surprising? For myself, I drew upon the experience of living in another country explain culture shock.

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