San Francisco’s complex communal tapestry can lead to cultural disorientation, dislocation, and unfamiliarity for recently arrived F-1 and M-1 international students, a series of events that when related to problematic adaptation issues and negative adjustment implementations is known as culture shock. Easing the adaptation process for this population is considered to be of academic importance from a progressive, economic, sociocultural, and intercultural perspective. Thus, the organizing purpose and principle of the project is to enable cultural adaptation for students who reside in San Francisco by instilling in them proximal, behavioral, and situational safety awareness. The project takes the form of a visually oriented workbook structured around the notion of authentic learning materials that have been designed to establish sociocultural adaptation skills and acculturation strategies for students that are based upon culturally specific tasks. In practice, these behavioral and intercultural learning tasks are derived from the Multiple Intelligences learning model of variable learning styles and modalities, and incorporate real-life scenarios such as the logistics involved in living within an urban environment, methods of traveling via various modes of public transportation, and the importance of the establishment of friendship networks for international students. It is to be hoped that by effectively utilizing the project, students will become equipped with the essential skill sets necessary to participate productively in socio-emotional and multicultural interactions, and be able to navigate the daunting task of learning a non-native language and a new culture simultaneously, thereby improving their chance at cultural adjustment and adaptation at the personal, academic, and sociocultural level.
","abstract_html":"<p>San Francisco’s complex communal tapestry can lead to cultural disorientation, dislocation, and unfamiliarity for recently arrived F-1 and M-1 international students, a series of events that when related to problematic adaptation issues and negative adjustment implementations is known as culture shock. Easing the adaptation process for this population is considered to be of academic importance from a progressive, economic, sociocultural, and intercultural perspective. Thus, the organizing purpose and principle of the project is to enable cultural adaptation for students who reside in San Francisco by instilling in them proximal, behavioral, and situational safety awareness. The project takes the form of a visually oriented workbook structured around the notion of authentic learning materials that have been designed to establish sociocultural adaptation skills and acculturation strategies for students that are based upon culturally specific tasks. In practice, these behavioral and intercultural learning tasks are derived from the Multiple Intelligences learning model of variable learning styles and modalities, and incorporate real-life scenarios such as the logistics involved in living within an urban environment, methods of traveling via various modes of public transportation, and the importance of the establishment of friendship networks for international students. It is to be hoped that by effectively utilizing the project, students will become equipped with the essential skill sets necessary to participate productively in socio-emotional and multicultural interactions, and be able to navigate the daunting task of learning a non-native language and a new culture simultaneously, thereby improving their chance at cultural adjustment and adaptation at the personal, academic, and sociocultural level.</p>","abstract_has_math":false,"creators":["Sugajski, Gregory R"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Luz Navarrette Garcia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-20T07:00:00Z","date_published":"2016-05-20T07:00:00Z","updated_at":"2026-07-24T05:43:31Z","subjects":["culture shock","ESL","acculturation","international student","workbook","safety","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/277","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Luz Navarrette Garcia"]},{"key":"dc:creator","label":"Author","values":["Sugajski, Gregory R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culture shock","ESL","acculturation","international student","workbook","safety","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/277"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["San Francisco’s complex communal tapestry can lead to cultural disorientation, dislocation, and unfamiliarity for recently arrived F-1 and M-1 international students, a series of events that when related to problematic adaptation issues and negative adjustment implementations is known as culture shock. Easing the adaptation process for this population is considered to be of academic importance from a progressive, economic, sociocultural, and intercultural perspective. Thus, the organizing purpose and principle of the project is to enable cultural adaptation for students who reside in San Francisco by instilling in them proximal, behavioral, and situational safety awareness. The project takes the form of a visually oriented workbook structured around the notion of authentic learning materials that have been designed to establish sociocultural adaptation skills and acculturation strategies for students that are based upon culturally specific tasks. In practice, these behavioral and intercultural learning tasks are derived from the Multiple Intelligences learning model of variable learning styles and modalities, and incorporate real-life scenarios such as the logistics involved in living within an urban environment, methods of traveling via various modes of public transportation, and the importance of the establishment of friendship networks for international students. It is to be hoped that by effectively utilizing the project, students will become equipped with the essential skill sets necessary to participate productively in socio-emotional and multicultural interactions, and be able to navigate the daunting task of learning a non-native language and a new culture simultaneously, thereby improving their chance at cultural adjustment and adaptation at the personal, academic, and sociocultural level.
"]},{"key":"dc:title","label":"Title","values":["From Culture Shock to Cultural Adaptation: A Workbook for International Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Luz Navarrette Garcia"],"dc:creator":["Sugajski, Gregory R"],"dc:date.available":["2016-04-24T07:00:00Z"],"dc:description.abstract":["San Francisco’s complex communal tapestry can lead to cultural disorientation, dislocation, and unfamiliarity for recently arrived F-1 and M-1 international students, a series of events that when related to problematic adaptation issues and negative adjustment implementations is known as culture shock. Easing the adaptation process for this population is considered to be of academic importance from a progressive, economic, sociocultural, and intercultural perspective. Thus, the organizing purpose and principle of the project is to enable cultural adaptation for students who reside in San Francisco by instilling in them proximal, behavioral, and situational safety awareness. The project takes the form of a visually oriented workbook structured around the notion of authentic learning materials that have been designed to establish sociocultural adaptation skills and acculturation strategies for students that are based upon culturally specific tasks. In practice, these behavioral and intercultural learning tasks are derived from the Multiple Intelligences learning model of variable learning styles and modalities, and incorporate real-life scenarios such as the logistics involved in living within an urban environment, methods of traveling via various modes of public transportation, and the importance of the establishment of friendship networks for international students. It is to be hoped that by effectively utilizing the project, students will become equipped with the essential skill sets necessary to participate productively in socio-emotional and multicultural interactions, and be able to navigate the daunting task of learning a non-native language and a new culture simultaneously, thereby improving their chance at cultural adjustment and adaptation at the personal, academic, and sociocultural level.
"],"dc:identifier":["https://repository.usfca.edu/capstone/277"],"dc:subject":["culture shock","ESL","acculturation","international student","workbook","safety","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["From Culture Shock to Cultural Adaptation: A Workbook for International Students"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:31Z"}