Rachael Folland
Intercultural
Communication 2150-004
Paper
2-Service Learning Paper
Community
Partner:
I worked with Catholic Community Services (CCS) for my
service project, which is a non-profit organization run by the Catholic Church.
It has an excellent refugee resettlement program, which is funded mostly by the
government and in-kind donations. The volunteer coordinator is Raul Yumel, and
his wife, Edna was the volunteer I spent most of my time with.
Contact
Information:
Catholic Community
Services
745 East 300 South
Salt Lake City,
Utah 84102
801-977-9119
Project:
Refugees from all over the world are sent to Utah and
CCS assists in helping them adapt to their new environment. CCS depends on
volunteers to mentor families and accustom them to American ways. In most cases,
the family does not know English, and some may even be illiterate. The process
in getting them to America takes several years, even decades. Once in America,
they settle in to a new life, and after five years, become American citizens.
The volunteers are with a family for six months; then it is the family’s
responsibility to take what they have learned and apply it to their new,
American life. The ultimate goal is for the family to become self-sufficient.
Self-sufficiency can be challenging to teach refugees,
especially when they are used to a whole different lifestyle. Many have lived
in refugee camps for years in places rich with poverty, where their main
concern is survival. It is important for volunteers to be understanding, as
many of the refugees have lost loved ones, witnessed violence and war, and are
possibly malnourished. Often times they voice opinions of dissatisfaction and
anger towards America, and volunteers should not take offense. Patience is the
key to helping a family adjust to a new world and culture.
The family to which I was assigned is from Somalia.
The mother is a single parent with seven children, after getting a divorce from
her husband. He basically left the family for another woman, and started a new
family. About twenty years ago, the family was forced to leave their home in
Somalia due to war; fleeing into the neighboring countries. Five of the seven
children were born in refugee camps. Their home consisted of a canvas tent, and
they were required to walk thirty minutes in order to obtain water. After a
long and grueling process, they were able to resettle in the United States.
I made it my responsibility to help the family adjust
to their new life here in America. Each week, I drove to their apartment and
visited with them, hoping I could teach them something new, and in return,
learn a little bit more about their culture. I worked beside another volunteer,
Edna, who had quite a bit of experience working with refugees. We taught the
family English, listened to their issues and concerns, taught them how to cook
an American meal, instructed them on how to clean properly, and helped them
grocery shop. Each day was a new adventure-I never knew what to expect.
Civic Engagement:
It is the responsibility of the
people here in America to help immigrants and refugees adapt to their new
environment. After all, America is an immigrant country, and depends upon these
people to keep it thriving. By sharing knowledge with these people, I am
providing them with the means to give back to America. This country deserves to
have hard-working, loyal citizens. They are innovative, intelligent, and
willing to share their talents.
The refugees I am mentoring are
anxious to attend school and work. The eldest son, who is twenty-two years old,
wants to be a doctor. He cannot wait to begin college and work towards medical
school. I feel that I have a part in helping him to do this, as I am a college
student myself and can provide him with the resources he needs to succeed. As a
human, I feel like if I don’t help my fellow man progress, then I won’t
progress. This project has helped me understand the meaning of civil
engagement.
Cultural groups:
The family is from Somalia, a
country that has suffered unrest for many years. Since 1991, their country’s
government has fallen, and the people have been persecuted by the Islamist
Extremist group, Al-Shabaab. They control much of the region, and have taken
away most of the Somalis’ freedoms. They face many other challenges including
piracy, and most recently, drought and famine.
Their religion is Islam and they
practice it faithfully. All of the women in the family wear scarves around
their heads to protect their hair, which is sacred to them. There are five
pillars of worship which Muslims participate in to live a good, fulfilling
life. They are: Shahadah (reciting the Muslim profession of faith), Salat
(performing 5 ritual prayers each day), Zakat (giving to the poor), Sawm (fasting
during the month of Ramadan), and Hajj (a pilgrimage to Mecca). Muslims believe
in one God, Allah, and that Muhammad is his final prophet. On one of my visits
to the family’s house, the mother said a Muslim prayer for me. It was
fascinating to watch her pray to Allah.
Challenges:
There were a few obstacles I
encountered when mentoring the family. One was the language barrier, and not
being able to communicate what I wanted. Fortunately, a few of the children
know a little English, so they were able to relay messages from me to the
mother, who does not know English.
It was hard knowing what I needed to teach the family,
for they seemed to know all about good hygiene habits and cleaning skills. Edna
and I tried our best to teach skills that would be beneficial to the family.
Sometimes they did not appreciate the hard work we put into teaching them
things.
One issue I had was the family not sticking to the
schedule I put out. There were times when I had planned something to do, and
half the family was not home, or the house was a mess and I had to spend time
helping them clean. I never knew what to expect upon my arrival to the
apartment.
Theories:
Communication
Accommodation Theory: individuals adjust their speech styles in order to mesh
with others. They want to make friends.
Social
Penetration Theory: the development of an intercultural relationship that
starts out as superficial and then becomes intimate.
Symbolic
Convergence Theory: sharing common interests in order to become a unified
group.
Uncertainty
Reduction Theory: there are uncertainties among people when they meet for the
first time. Warm exchanges through verbal and non-verbal cues help to decrease
uncertainty between them.
Analysis:
The Communication Accommodation
Theory was used by the refugee family as they adjusted their speech styles to
conform to American ways. In order for them to survive in a new culture, it is
essential for their speech styles to match those of their friends and
neighbors. This theory is important,
especially for the children attending school because they want to have friends
they can communicate freely with.
Social Penetration Theory was used
between the family and me. When I first met them, we didn’t have closeness, and
were very formal with each other. As time went on, and I visited them every
week, we began to share a bond with each other. I grew to understand and love
this family.
Symbolic Convergence Theory was used
as I found a common interest between the eldest boys and me. They love playing
soccer, as do I, so we were able to talk about the sport and then, developed
trust. One of the boys loves dancing, so we put on a CD and danced to Somali
music. By sharing these common interests, we were able to have a better
connection with each other.
Upon meeting the family for the
first time, I had to use the Uncertainty Reduction Theory in order to develop a
relationship. Through non-verbal exchanges such as warm smiles, nods, and handshakes,
we were able to connect. Our dialog was friendly, and we understood each other
even though our languages were different. The uncertainty vanished.
Benefits:
I gained a deeper understanding of a
culture that is foreign to me, and learned to love the people of that culture.
My experiences with this family will help me be better to help other families.
The challenges I faced with the family helped me learn to be flexible and use
problem solving skills.
By mentoring this family, I am
providing the community with strong, intelligent people who can make a
difference. The more educated they are, the better citizens they will be, and
can contribute to the country. They have the chance to provide new innovations
and have a say in government. We need people like this, who come from a
war-torn country and are hoping to build a bright future in America.
Reflection:
When I first began my project, I was
uncertain how the mentoring would go if my family did not speak any English. I
was thinking, “How will I be able to teach them what they need to know about
how to survive America?” Luckily, there were a couple of the children who knew
a little English and were quick learners. I also was clueless about teaching
the illiterate mother to read and write. And the fact that the family may not
appreciate me helping them adapt to a new culture was discouraging. Despite
these concerns and worries, overall, I was excited for my project.
As I got to know the family, I was
able to learn more about their country and religion. They are Muslim, a
religion I don’t know very well. Each day, they say five prayers on a prayer
rug, and the women wear scarves over their heads to protect their hair, as it
is holy to them. They can only eat Halal meat, which is meat that is
slaughtered and butchered in a specific way. In addition to their religion, I
also learned about their life in the refugee camps. Most of the children do not
remember their home country-the camps were their home. This was hard for me to
fathom as I have always had a sturdy roof over my head.
My attitude about the project
changed throughout my experience. At first, I looked at the project as a
requirement for the class, but it soon became something where I could see
myself continuing to volunteer, even after the semester ends. As I interacted
with the family, especially the children, I developed a special bond with them.
Seeing them try so hard to learn English and adjust to a new life humbled me.
It must have been extremely difficult for them to leave their country, not by
choice, and relocate to a new nation with an entirely different culture. I know
I would not have the strength to do something so brave.
The theory that I used the most
throughout my project was the Social Penetration Theory. It helped to know that
intercultural relationships start as something formal, and through time,
develop into something more intimate. I love that I was able to make a good
connection with the family, and we shared special moments together. We danced
and cooked together, laughed, shared new foods, and enjoyed each others’
company.
Civic engagement didn’t really mean
much to me before starting this project. I’ve always known to do my civic duty
by voting or picking up litter, but this project put everything in a greater
prospective. The fact that I am mentoring and helping people become a better
part of a community is rewarding. After dedicating my time to this family, they
will hopefully reach out to other families who need assistance.
When I think about the contribution
I’m making to the community, a conversation I had with the eldest son made me
realize how much these refugees really do have to offer. The eldest son had
previously worked in a hospital near his refugee camp in Djibouti, assisting
doctors. He said that now that he is here in America, he wants to go to
college, and then on to medical school to become a doctor. By helping him
achieve this goal, I am providing a way for others to be influenced by him.
I have volunteered in the past,
working at food banks and homeless shelters, but I have never taken on a task
such as this project. It is hard work, and sometimes I don’t get to see the
results I want, but I am providing a way for people to live and survive. This
project has helped me become better at problem solving, which I know will help
me in a future career. Also, the communication skills I have learned throughout
this experience will help me in all aspects of my life. I am grateful to this
family for allowing me to grow as an individual and experience their culture.
Appendix
I-Bibliography
Catholic
Community Services. Retrieved November 10, 2012 , from http://www.ccsutah.org
Islam.
(2009). In British Broadcasting Company. Retrieved November 10, 2012, from
Hom,
K. B. SLCC, COMM 2150. Syllabus. Communication Theories, 22.
Refugee
Volunteer/Mentor Training Manual. Catholic Community Services, 3, 4, 8.
Somalia Today. (2011). In Somali
Culture Online Resource Center. Retrieved November 10, 2012, from
http://somaliculture.org/?page_id=29
Appendix
II-Proposal
September 2, 2012
Rachael Folland
Intercultural Communication
2150-004
Paper
1—Service Learning Proposal
Community
partner:
The organization
in which I will be volunteering is called, Catholic Community Services. A
branch of the Catholic Church, this association reaches out to several
different areas of service including: helping refugees and immigrants get
accustomed to the area, caring for the homeless, and collecting food for food
banks. Their biggest need is for volunteers to mentor refugees, and teach them
how to adjust to a new community and culture here in Utah. This is the area in
which I will be spending my time.
The Catholic
Community Services contact:
745 East 300 South
Salt Lake City, UT
84102
801-977-9119
Project
Plan:
The plan is to
mentor refugee families who come to Utah and familiarize them with their new
surroundings. I will spend about 2-3 hours each Friday for 4-6 months helping
families learn how to do things like: getting around a grocery store, using
banks, becoming familiar with traffic laws, managing money, and adjusting to
new, cultural changes. Each week, I will observe and keep field notes of my
interactions with the refugees. Their actions, language, traditions, and
cultural backgrounds will all be noted.
Civic
engagement:
I believe it is my
responsibility to help others who come to America, because I know I would want
to be helped if I came to a new country and culture. By immersing new refugees
into my culture, I am giving America more diversity, new ideas, and hope for a
better future.
Personal
culture:
Most of my family
is of European descent, and Caucasian. There have been 3 generations living in
the United States since my great grandparents immigrated here. Because I have
family from Wales, I’ve obtained an olive complexion. With this skin color,
there have been many times throughout my life when people labeled me as being
“exotic”. I am always asked if I’m Mexican, Middle Eastern, Brazilian, or
Italian. It’s interesting how skin color can determine one’s cultural
background. My family and I belong to the LDS religion, which is the dominate
religion in Utah. For about 3 years, I’ve belonged to the unaffiliated
religious cultural group. I also have a middle class status here in America. I
also have a mental illness called, bipolar disorder. This disorder puts me in
the mental illness group. I try and attend a support group with others who are
struggling with the same problems.
Cultural
groups:
Asian, European,
African, South American, Catholic, Buddhist, Christian, wealthy, poor, middle
class, male, female; are a few of the cultural groups I will be working with.
Communication
theories:
I will be using
the Adaptive Structuration Theory as I gain a relationship with the refugees,
by adapting and sharing mutual rules to make decisions. Also, the Uncertainty
Reducation Theory will be used. At first, both the refugees and I will be
uncertain how to act around each other, but by using non-verbal cues like
smiling or shaking hands, we will make a better connection.
Challenges:
Language is one
barrier that I am concerned about as I work with refugees from all over the
world. Most of these people will hardly know English and I don’t know their
language, so it will be difficult to communicate. It will be a challenge trying
to explain something like how to set up a bank account in Utah to people who
have never done this before. I’m a little nervous about teaching a new group of
people the customs of American culture. It’s something that is familiar to me,
but not to them. I must be patient and understanding as they go through the
learning process.
Benefits:
I’m excited to be
able to give service and be of a benefit to someone else’s life. I am helping
people reach their full potential, and that is rewarding. It will be refreshing
to be around people that I’m not used to being with. The hope is to learn more
about culture, and see others as people; not just a stereotype. It will be nice
to hear about their backgrounds, and listen to their stories about life before
America.
Appendix III- Field Notes
DATE
|
TIME
|
DESCRIPTION
|
September 13, 2012
|
5:45 pm-8:00 pm
Total time: 2 hours
|
I went to an orientation to learn about the
refugee settlement program.
People are forced to leave their homes,
thus becoming refugees. They live in camps until they can be resettled in
other countries. America receives 44% of the refugees throughout the world.
Through government programs they are able to start a new life, and eventually
become U.S. citizens. They are unfamiliar with hygiene habits, the laws, how
to clean, English, etc. I was informed I must be patient when mentoring the
families.
|
September 20, 2012
|
6:30 pm-8 pm
Total time: 1 hour 30 minutes
|
Tonight, I had my first meeting with my refugee family.
Through an interpreter, I learned about the family of 8 from Somalia. The
father left the family for another woman, leaving a single mother of 7
children. Most of the children were born into refugee camps. They walked 30
minutes to obtain water. The mother is illiterate, and most of the family
does not know English. Some of the children attended school in the refugee camps.
I observed how happy the family seemed, despite their predicament. They are
Muslim, and the women wear scarves to hide their hair. I went on a tour of
the apartment, noting the family needs to learn cleaning skills. Time and
patience are key to helping this family.
|
September 27, 2012
|
6:45 pm-8 pm
Total time: 1 hour 15 minutes
|
One of the volunteers and I spent time
teaching the family English. The mother practiced writing the alphabet, and
had a difficult time putting the letters on paper. The 2 youngest boys worked
on their spelling. The youngest daughter sat on the table coloring and
giggling. When the family spoke in their native tongue, the volunteer would
say, “only speak English”. She seemed a little impatient. I spent my time
mentoring the 15 year old daughter. She knew enough English to communicate
with me, and I tried to use simple words. We worked on forming sentences on
paper, and improving her spelling. She is very intelligent and learns
quickly. She loves school, and can’t wait to begin once she receives her
immunizations. I asked her how to say a few words in Somali. What a sweet and
loving family!
|
October 3, 2012
|
9:30 am-11:15 am
Total time: 1 hour 45 minutes
|
When I entered the house, the only person there was the
eldest daughter. She informed me the others were getting vaccinated. I
brought some children’s books, and we began reading. The girl had a difficult
time with pronunciation, but was able to identify most of the words. The
other volunteer arrived, and we started labeling objects in the house. We
taught the girl the words for each object, and then told her to teach them to
her mother. We would test her on our next visit. A neighbor friend came over
and the volunteer and I asked questions about their lives in the refugee
camps. They also showed us a Muslim prayer. We practiced praying on the
prayer rug. I feel like I learn more from them than they do of me.
|
October 10, 2012
|
10:00 am- 11:30 am
Total time: 1 hour 30 minutes
|
Today another volunteer and I spent time
teaching the family English and personal hygiene. All were present except for
the two eldest boys. I shared an English activity with the family, and they
enjoyed it. I had them look at letters, and asked them to create words from
them. Everyone enjoyed the activity, and they are catching on to English
quite well. The mother is slowly learning English words, and soon she will
understand. We learned about washing hands, and the family practiced. I was
able to learn some Somali words from some of the children. They were hard to
pronounce! The day was filled with laughter and fun. This family is very
positive despite their circumstances.
|
October 11, 2012
|
6:15 pm-7:30 pm
Total time: 1 hour 15 minutes
|
After arriving at the family’s home, I noticed that the
family room was messy. I helped the mother clean up, and she used the vacuum
for the first time. I then gathered the family together and we worked on
their English. We played a flash card game, and then I had the children
practice writing sentences, while the mother focused on the alphabet. It’s
amazing to see how fast the children grasp English. It’s going to be a
challenge to get the mother to learn the language. Persistence and patience
are key! Oh, and I learned how to say, “goodbye” in Somali.
|
October 17, 2012
|
10:00 am – 11:40 am
Total time: 1 hour 40 minutes
|
Today, the other volunteer and I taught
proper cleaning skills. We showed the eldest girl how to clean the bathroom.
She seemed to be annoyed with us and said, “I know how to do this”. It is
hard knowing which skills this family needs to learn. So, we decided to sit
down and talk with them. The other volunteer started talking about the
culture here in America and what they need to learn. The eldest daughter
rolled her eyes and mockingly said, “here in America”, then sighed. I
understand it must be difficult for her to come to a country and adapt to a
new way of life. As we started talking more with the family, I discovered
that they wanted to learn to cook. This made me excited, as I love cooking.
We planned a meal, and sometime in the near future I will show them what to
do. This will be fun! We are also showing them how to use American money. It
might take them more time to understand the concept.
|
October 24, 2012
|
9:30 am – 11:15 am
Total Time: 1 hour 45 minutes
|
The children were at school today, so the other volunteer
and I had a discussion with the mother. Since she didn’t speak English, her
second oldest son translated. We asked about how the children were doing in
school, and the mother mentioned her eldest son was struggling with his ESL
class. He is doing so well with his English and is frustrated he can’t start
college. We informed the mother if he finishes the class, he will have the
chance to further his education. It was nice to address the issues the mother
had, as it helps us as volunteers know what we need to teach. We brought
donuts for the family to try, and most seemed to like them. I am glad they
are trying new American foods.
|
October 27, 2012
|
11:00 am – 1:30 pm
Total hours: 2 hours 30 minutes
|
Cooking day! The other volunteer and I
brought food to make for the family. I showed the mother and eldest daughter
how to make a magnificent cake. The children loved it! We also made a
delicious stir-fry with rice. While the women were in the kitchen, the children
were running around, playing. When it was about time to eat, the daughter
helped me set the table. The family rarely does this. We gathered all of the
children together, to let them try the food. They were a little apprehensive
at first, but by the end, their plates were clean-except for the vegetables.
I was pleased to see they knew how to use utensils, as they are used to
eating with their hands. After lunch, we all gathered together in the family
room to say goodbye. One of the sons tried to get the other volunteer and me
to dance with him. We pulled out a few dance moves, and then told everyone we
were going to have a dance party.
|
November 3, 2012
|
10 am – 1 pm
Total time: 3 hours
|
When I arrived today, the family was just finishing up
breakfast. I tried some of the Somali food. It was delicious! The other
volunteer and I gathered the mother and the three eldest children together.
We asked if the family had any issues or concerns. I discussed what a budget
is, and told them how to use one. The other volunteer and I decided we are
going grocery shopping with them once a week. They will then be able to buy
what they need, and not spend too much. It was refreshing to sit down and
talk with the family. The children of course, were playing in the den, but we
told them we are going to have a party the following Saturday. This made them
excited!
|
November 10, 2012
|
10:30 am – 12:00 pm
|
Today was shopping day! Some of the family
rode over with the other volunteer and me to an Eastern Market in West Valley
City. The food there was very unique-it was my first time seeing it. I had a
sudden sickness come over me and did not enjoy our outing as much as I’d
liked. After we had finished, I dropped off the family members and left
early. Unfortunately, they didn’t get their party we had planned.
|
Appendix IV- E-portfolio
Reflection:
This project was one of the toughest,
most self-fulfilling things I have done. When I was first assigned the 15-hour
service learning project, I didn't know if I had the capability of doing it.
After trying for several weeks, I finally found Catholic Community Services.
They have an excellent refugee resettlement program. I knew this was the job
for me! I spent 1-2 hours a week working with a refugee family from Somalia. I
soon developed a bond with them, and I will continue to try and help them even
after the class has commenced. For this project I had to keep field notes, log
my hours, and write a paper about my experience. I enjoyed writing the paper as
I reflected back on my experiences with the family.
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