Community, Culture, and Media Literacy: Supporting International Students’ Adjustment in an ESL Classroom

• In Event: AERA Poster Session Saturday 3:45 pm
  In Invited Poster Session: Division D Graduate Student In-Progress Research Poster Session

Abstract

This classroom-based case study examined how structured discussions and online activities supported international students’ linguistic, cultural, and emotional adjustment in an ESL course. Drawing on Language Socialization Theory and Social-Emotional Learning, the study implemented community-building tasks, cultural sharing activities, and guided media literacy exercises. Data from observations, a group-level assessment, and interviews were analyzed thematically. Preliminary findings show that peer interaction reduced hesitation, strengthened belonging, and enhanced intercultural understanding, while online tasks increased students’ awareness of expectation gaps and information-seeking habits. These results highlight the importance of integrating culturally responsive, media-informed activities into ESL instruction to support student adjustment.

Author

• Esra Oz Cetindere, University of Cincinnati