Guidelines for Receiving Pastoral Ministers in the USA

formal study of US culture, political life, and church history. This also gives them the crucial opportunity to interact with peers who are experiencing the same challenges of mastering intercultural competency and the fundamental challenge of language and communication in the context of the United States. The curriculum for these formal cultural orien tation programs should include specific elements, such as: • A framework for understanding culture • The exploration of one’s own personal roots and cultural identity • The challenges presented by US cultural values and mindsets • The cultural adjustment process • A history of the Catholic Church in the United States and a history of particular dioceses, eparchies, or communities • The image of the priesthood, priestly ministry, diaconate, and religious life in the United States • The different approaches to gender roles, leader ship styles, and conflict resolution • Intercultural communication skills • Foundational attitudes and flexibility in cross-cultural mission • An understanding of faith formation and devel opment in United States • Ecumenism and interreligious relationships in a US context • A frequently used adult education model (large and small group discussions and participants’ use of their own experience) as a starting point for understanding and appreciating personal and cultural realities It is also important to note that distance learning tools provide interesting ways to amplify the effect of classroom or workshop presentations: 0 Distance learning technology can begin to introduce participants to one another. For example, a blog or wiki would allow space for participants and faculty to create a profile of their personal history and interests. This could include pictures and video. 0 Participants can also receive readings or infor mation in advance through a web page. With a little more preparation, these pre-program lessons can be multimedia and interactive. • Before the formal cultural orientation program:

• During the formal cultural orientation program:

0 During the program, most interaction is in-person. Still, the creative application of distance learning technology can expand possibilities. Video conferencing technology, for example, allows alumni of the program to address current participants. This connection can encourage participants as they hear of the struggles and victories of others who bridged cultures. Technology can enable interaction through discussion boards. This allows partici pants to be introduced to a larger peer group. 0 When the in-person workshops have con cluded, distance learning technology can be used to continue to deliver content and so expand the workshop material and the time allowed to absorb it. Participants return to their ministry but can continue to learn on a part-time basis. This phase of learning can incorporate multimedia. Some materials may simply be available online so individuals may access it as their schedule allows. There may also be opportunities to use chat rooms or video conferencing for synchronous partici pation by several individuals. 0 The same web environment continues to pro vide ways for participants to foster peer rela tionships and support. 0 Connections via the web allow faculty or staff from the orientation program to be available for advice and support in the first weeks after participants return to ministry. Language Orientation The most common complaint of receiving commu nities concerning international pastoral ministers is the difficulty in understanding them. There are two distinct areas of concern: The first deals with their language competency or mastery of American English. If international pas toral ministers do not have English as their first lan guage and have had limited exposure to studying the language in their own country, they may experience considerable difficulty in their communication with others in the United States. This language deficit requires instruction, study, and practice to develop the grammar skills and vocabulary necessary to • After the formal cultural orientation program:

G-6 | Reception and Orientation