Sojourner’s Model of Learning: Toward A Sojourner’s Model of Post-Secondary Learning Yusuf Baydal, Aydin University Bruce L. Mann, Faculty of Education, Memorial University of Newfoundland Abstract This paper will introduce the sojourner’s model of Post-Secondary learning (SMOPL). This new model illustrates the integrative and overlapping structures of culture shock and participatory action research into a single conceptual framework. The aim of SMOPL was two-fold; first, to help the visiting international student (i.e., sojourner) to cope with the common problem of debilitating academic performance. The second aim of the SMOPL was to provide more general application for personal change and improved performance in new academic setting. INTRODUCTION The purpose of this paper is to introduce and discuss the SMOPL (the Sojourner’s Model Of Post-secondary Learning). A "model" properly represents a human experience when its assumptions can provide empirical research and expert opinion for its context, rationale, and legitimacy. Accordingly, three assumptions for a sojourner model of post-secondary learning (SMOPL) are presented first. Assumptions There are three assumptions in support of the Sojourner Model of Post-Secondary Learning (SMOPL, pronounced "smoh-pull"). The first assumption is that the sojourner model of post- secondary learning (SMOPL) describes primarily sojourners attending a post-secondary institution experiencing culture shock. A "sojourner" is defined as a foreign language student on an extended study visa in a new country. "Culture shock" is defined as a feeling of disorientation that occurs in some foreign language speaking adult males (and females?) attending a post-secondary institutions over a 1-year time period. The second assumption is that the SMOPL assumes that the English language limitation of the sojourner (not all sojourners) is affecting his/her academic performance at the post-secondary institution. Not all sojourners' insufficient second language speaking and writing skills. The assumptions described in the first and the second assumptions may apply to sojourners in elementary and secondary learning institutions as well, though this is untested. The third assumption is that the SMOPL is timely. One of the most important considerations for planning a new model is its timeliness. Is this the right time for this particular model? Is the field overloaded with new models, or is there a reported need for alternative ways of conceptualizing things- a new model? At the present time, there is a need for a descriptive framework of expert opinion and research-based principles from which to invent or select instructional methods to serve sojourners attending post-secondary learning institutions.