Host Family Tips: How Can I Help My New Exchange Student in The First Few Weeks?
Bringing a student into the home is not an automatic “we will live happily ever after” situation. It requires work and time to build a good relationship. It amazes us every year to see the lengths that families go to welcome their students: taking them on excursions around the community, showing them the local high school, and just spending time with them. Even with such enthusiasm, however, it can be helpful to think a bit about how to direct your efforts.
Here are some of our basic recommendations.
Your student may not be up for a major tour of the city when you pick him or her up. She may have just come from her home country, or she may have spent several days at an exchange program’s post-arrival orientation. Either way, she won’t have slept much. Food is generally appreciated; you might want to stop at a favorite eating spot on the way home or make sure to have something tasty ready at home.
Even if your student seems alert and says he/she is not tired, the change in time zones will cause fatigue and confusion in ways the student may not realize, and not just the first day or two after arrival. Listening and talking in a foreign language is physically exhausting, too. Don’t be surprised if your student wants to take naps for awhile even if she has had a full night’s sleep; this can continue for several weeks.
If you are thinking about inviting family friends and neighbors to a welcome party, you might want to wait a few days. You might think a party is a great idea, and the extended family may be excited about meeting your new family member. We’ve found, however, that meeting all those new people — with their many different voices speaking English in many different ways — can be overwhelming to teens struggling to stay on their feet and desperately trying to understand what is going on around them.
Confusion and Hesitation
It’s normal to feel stressed or anxious in a new place and to feel overwhelmed by the “foreignness” of it all. Many students arrive thinking they will not have adjustment difficulties. They think they know the US from having been here on a vacation, perhaps, or from watching so many TV shows and movies. They arrive … and suddenly they realize that streets are different, stories are different, houses are different, and the way people walk and talk are different. They panic, sometimes consciously but sometimes at a deeper level.
Let your student know that it is OK and normal to be homesick, and that you can help them. Encourage your student to talk about how he or she is feeling. Try to get them involved in something to keep busy: read a book, watch movies or TV shows in English to work on language, talk walks to get used to the neighborhood, go to the mall. Ask your local contact if it’s possible for your student and others in the program to get together.
Students must have a reasonable command of English in order to be eligible to be an exchange student. That doesn’t mean they are fluent.
Students in the beginning will likely understand anywhere from 70–80% of what you and others say. It’s the 20-30% they don’t understand that causes miscommunication and results in host families and students complaining about each other. Your student may nod at everything you say, either because he is sure he understands (and he probably really believes he has understood the important parts) or because he doesn’t have a clue but is too polite to say so. Speak slowly, be careful about using slang or idioms, and be prepared to repeat yourself on the same subject several times. Your student’s brain is literally working full-time trying to translate. Feel free to ask your student to restate a key point back to you to make sure it got through.
Host families often tell us in the beginning of the year that they think their student is quieter than he or she comes across in the student’s application. The same students will tell us they are too nervous to talk and so remain quiet. Don’t assume that the quiet hesitant student you may see the first few days is the “real” person.
You can help your student to start talking. Have you heard of a conversation jar? Put possible conversation topics onto strips of paper and put the topics into a jar. In the evenings at dinner, pull one out at random and make everyone say something about the topic. You can easily find conversation jar lists online (sample lists here and here), or come up with your own! Another idea is to ask your student to come to the dinner table prepared to talk about a “story of the day” from the news.
Take your student on errands. Things that may not feel like a major excursion for you — or a fun one — will be new for your student. Grocery shopping can be an event in itself. See if your community has a store specializing in products from your student’s home country; perhaps you can buy ingredients to make his favorite meal and learn something about your student’s culture and cuisine at the same time.
Show your student around the house and begin to explain how things “work” in your family. Does he have laundry yet? Talk about the washer and dryer. When do you want him to change the sheets on his bed? Explain where you keep the sheets and where to put dirty ones. If your student goes for a walk or takes the bus into town while you are work, do you expect her to tell you ahead of time? Explain, and tell her why it’s important.
Take a walk with your student around the neighborhood and show him key spots and interesting places. Is there a park nearby, and is it OK if she goes for a walk or run on her own through the park? How far is the grocery store — can she walk there? Do you have an extra bike she can ride (with a bike helmet)? Show her the way. Where are the post office and the library? For teens, snacks and “hangouts” are important; show them where to get ice cream or frozen yogurt, if you have a good place nearby.
In short, think about what you might want to know in a brand-new place, and try not to make assumptions about your student’s personality or what he or she knows or understands. Watch her, listen to her, and get her involved at school. Talk about conflicts early. Following these recommendations now can help you set the tone for the whole year.