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Hancock, Charles R.; And OthersTeaching Pre- and Semi-Literate Laotian and CambodianAdolescents To Read: Helpful Hints.Maryland State Dept. of Education, Baltimore. Div. oc.

Instruction.

Office of Bilingual Education and Minority LanguagesAffairs (ED), Washington, DC.[853

34p.

Guides Classroom Use Teaching Guides (ForTeacher) (052)

MFOI/PCO2 Plus Postage.*Adolescents; Asian Americans; *Cambodians; ClassroomTechniques; Cultural Traits; *English (SecondLanguage); Immigrants; Inservice Teacher Education;Intermediate Grades; *Laotians; *Literacy Education;Reading Instruction; Reading Skills; *Refugees;Secondary Education; Student Characteristics

The handbook details techniques and approaches forteaching adolescent Laotian and Cambodian refugees, aged 10-17, toread. It evolved from a workshop for teachers of English as a SecondLanguage (ESL) in which 17 such students participated. The bookbegins by looking at reading as a psycholinguistic guessiug game,then proceeds to classroom diagnostic and instructional concerns,illustrated with experiences from the workshop. Sections addrcss thefollowing issues: methods used to diagnose reading skills; creationof a profile of refugee students participating in the workshop,particularly with regard to reading skill strengths and areas needingstrengthening; a variety of specific teaching procedures, games, andmaterials; the language experience approach to reading instruction;and characteristics of Laotian and Cambodian adolescents. Appendedmaterials include background information on the languages ofIndochinese refugees; a list of supplementary materials on refugeeeducation; an annotated bibliography on teaching ESL to illiterateteenagers; lists of sources for Lao, Hmong, and Cambodian materials;general references for teaching ESL; and sample permission letters toparents in English, Laotian, and Cambodian. (MSE)

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Teaching Pre- and Semi-LiterateLaotian and Cambodian Adolescents

To ReadHelpful Hints

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Basic Skills BranchDivision of Instruction

Maryland State Department of Education

Teaching Pre- and Semi-LiterateLaotian and Cambodian Adolescents

To ReadHelpful Hints

by

Charles R. HancockWilliam E. De Lorenzo

Alba Ben-Barka

Funded under the Transition Program for Refugee Children,Office of Bilingual Education and Minority Language Affairs,

U.S. Department of Education.

Acknowledgements

This handbook was prepared as part of a grant awarded by the Maryland State Departmentof Education under the Transition Program for Refugee Children.

The opinions and information presented in this handbook do not necessarily reflect thepolicies or opinions of the Maryland State Department of Education.

The staff and participants are grateful to the ESOL staff of the Prince George's CountySchool System for their invaluable help and cooperation in servicing the needs of the students,most of whom were enrolled in the Rolling Crest Junior High School in Prince George'sCounty. All of the students were either Laotian or Cambodian.

A particular note of thanks is extended to Dr. Maurice Early and the summer school staff atNorthwestern High School for facilitating and furnishing a realistic setting for the workshop.

The workshop teachers who developed many aspects of this handbook are:

Alba Ben-BarkaCarol P. ChenJane R. CrowellMarta 0. DmytrenkoAnn T. Fisher

II

Alice GilbertMarjorie KaufmanKathy KellnerIna F. McKinneyRochelle K. Pollero

State Board of Education

Joanne T. GoldsmithPresident District Heights 1985

G. George AszlkiVice Presidmt Pasadena 1987

May B. Bolt Frostburg 1984

Mary Elizabeth Ellis Salisbury 1983

Herbert L. Fishpaw Baltimore County 1987

Verna M. Fletcher Silver Spring 1984

Rosetta G. Kerr Baltimore City 1986

Albertine T. Lancaster California 1986

Frederick K. Schoenbrodt Ellicott City 1985

David W. HornbeckSecretary-Treasurer of the BoardState Superintendent of Schools

Joseph L. ShillingDeputy State Superintendent of Schools

Richard J. DeasyAssistant State Superintendent in Instruction

Glen W. Cut lipChief, Basic Skills Branch

Ann A. BeuschProject Director, Transition Program for Refugee Children

The Maryland State Department of Education does not discriminate on the basis of race,color, sex, age, national origin, religion, or handicapping condition in matters affectingemployment or in providing access to programs. For inquiries related to Departmental

policy, contact the Office of Equal Opportunity.

Preface

There is a growing number of limited-English-speaking people in the State of Maryland.Many of these people are recent immigrants and refugees and often have limited schoolingwhen they arrive. It is particularly difficult to work with adolescents at this stage of theirdevelopment because of lack of knowledge about their background and needs. We are oftenlimited because we do not speak the language of the student and because he/she may havelimited English language skills. All of these problems are compounded when the adolescentsare also either illiterate or semi-literate. This was the case with the seventeen students withwhom we worked during this workshop.

The main purpose of this workshop was to help improve the teaching of reading to illiterateand semi-literate adolescents (approximate ages 10 to 17 years). All of the students were eitherLaotian or Cambodian. The two phases of this workshop included instruction and materialsdevelopment.

The staff hopes that this handbook will be useful to other persons who need or want todevelop skills in working effectively with students with English language proficiency similar tothat of the students who participated in our workshop.

CRHWEDABB

Contents

PAGEACKNOWLEDGEMENTS ii

PREFACE iii

I. Purpose 1

II. Reading as a Psycho linguistic Guessing Game 1

III. Diagnosing Reading Skills 1

IV. Participant ProfileA. Strengths in Reading Skill Areas 2B. Areas Needing Strengthening 2

V. Educational Suggestions

A. General Concerns 3B. Teaching Procedures 3C. Teaching Techniques 3D. Instructional Materials 6

VI. The Language Experience Approach to Teaching Reading 10

VII. Characteristics of Laotian and Cambodian Adolescents 12

APPENDICESA. Languages of Indochinese Refugees 13

B. Indochinese Refugee Education Guides 16

C. Teaching ESL to Illiterate Teenagers and Adults: An Annotated Bibliography 17

D. Sources for Lao and Hmong Materials 19

E. Sources for Cambodian Materials 20

F. Teaching English to Speakers of Other Languages (General References) 21

G. Permission Letters to Parents (English, Laotian, Cambodian) 23

H. Miscellaneous (Test Results, Profile Sheets, Lesson Plans,Basic Sight Word Lists, Haverson's Pre-Reading Checklist) 27

I. Purpose of the HandbookThis handbook, Teaching Pre- and Semi-LiterateLaotian and Cambodian Adolescents to Read: HelpfulHints, is an outgrowth of a summer workshop forESOL teachers. The experience of working with agroup of ESOL adolescents provided a wealth of in-sights which the instructors and teachers wish to sharewith other interested individuals.

It is hoped that the handbook will be useful to thosewho work with students whose command of the Englishlanguage is limited, and who, simultaneously, havevery limited literacy skills in any language. Theprimary audience is teachers, but tutors and super-visors may also find the contents useful.

Finally, our purpose has been to describe some ofthe insights we gleaned from our experience as well assome of the following types of information:

A Theory of ReadingSome Ways of Diagnosing ESOL Students'Reading Strengths and WeaknessesTeaching TechniquesInstructional MaterialsSources of Information on Working with ESOLStudents

In conclusion, the authors feel that ESOL adolescentsexhibit many of the same traits as other adolescents,but their main disadvantage is a lack of facility inEnglish. We sought to provide for that lack throughthe use of an "experience" curriculum and the use ofconcrete, rather than abstract, lessons throughout ourcourse.

II. Reading as a Psycho linguistic GuessingGame'At the beginning of the summer workshop, eachteacher was asked to define "reading." The typicalresponse was "getting the message from the printedpage." During the course of the workshop, teacherswere introduced to the concept of reading as a processinvolving three cue systems:

graphophonic (sounds aspect)semantic (meaning aspect)syntactic (reading in context aspect)

These three cue systems guided our choices of lessonsand materials and provided us with a categorizedanalysis of our students' areas of strengths and weak-nesses. While there was some reading out loud, forexample, that was only a small part of the readingstrategies which we came to use routinely. Much em-phasis throughout the workshop was placed on havingthe students read. Sensible guessing, called predicting,was emphasized. The next section presents some of the

I. The reader is requested to consult Frank Smith's Psycho linguisticsand Reading or any of Kenneth Goodman's works for a fullerdescription of this view of reading.

areas of strength/weakness for our 17 students in eachcue system.

III. Diagnosing Reading Skills

In evaluating our students' abilities prior to actualplanning, two standardized tests were used. It was feltthat these tests were useful in judging the students'ability to transfer skills learned in specific classroomsituations to a new situation.

Although most of our students had been in the samejunior high school ESOL class, it was immediatelyapparent that they had all developed facility in differentareas to varying degrees.

Our purpose in using the tests below was to obtain aquick evaluation of their skills to have a basis onwhich to proceed in the limited time available, despitewhat we felt were some inherent weaknesses.

The first test given was the Second Language OralProduction English Test (SLOPE). This test wasdeveloped by Ann Fathman and is currently in use inthe Prince George's County Public Schools.' It consistsof approximately five pages of pictures accompaniedby questions designed to test simple common struc-tures of oral English (e. g., uses of articles, presentsimple tense, etc.). Although our major thrust was toteach reading, it was felt that no meaningful readingcan take place without basic vocal knowledge of thesentence structure of the language being read.

In addition, the Base Reading Test was given. Thistest consists of 49 pre-reading and reading items.These range from following oral directions to, forexample, underlining the middle picture to taking aCloze test of approximately a third-grade level dif-ficulty.

The scores from these two teas were added to testscores given us by their teacher on a previous SLOPEand BASE test in addition to their scores on the STELtest, the Dade County Test and the Thumbnail Test.

It must be restated here that all the scores were usedto get a rough estimate of the students' knowledge andabilities. However, particularly for the older foreignstudent, knowledge is often acquired in a scatteredmanner and often changes rapidly. Also testing giveslittle indication of a student's learning style or interestswhich are of great importance in the educational setting.

It was to address these last two factors that the DailyPrescription sheets were used. The prescription formswere used to make a daily appraisal of the students'strengths and weaknesses based on our growing per-sonal knowledge of them as individuals. Based onthese a plan for the day was devised. An effort wasmade to include some instruction each day in the areasof semantics, graphophonics and syntax discussed in

2. Prince George's County Public School District is located in PrinceGeorge's County, Maryland. A sample summary sheet of thc testresults for the 17 participants is included in the appendices.

Section IV. Lessons were directed to stimulate the stu-dent's interests and provide a variety of materials(books, comics, language experience stories, writtenwork on exercise dittos and in their workbooks,filmstrips, tapes, etc.).

At the end of each day, notes were made on each ofthese prescription sheets as to how the student reactedand other observations, all designed to aid in futureplanning.

Everyone concerned felt the tests were useful as longas their importance was not overrated. It was alsonoted that students reacted best when lessons wereclearly planned with specific objectives in mind andwere accompanied by genuine personal concern andrespect for cultural differences on the part of theteacher. The acceptance and encouragement of theteacher helped to motivate students and was as mucha factor in their learning as were the plans andmaterials used.

IV. Participant ProfileIn general, the students' listening skills were found tobe deficient. A few students displayed difficulty insound-symbol recognition. There was little difficultywith motor skills. However, visual-auditory coordina-tion (using correct word order and using correct punc-tuation) and ability to manipulate language posed thegreatest problems for many of the students. A few ofthe students were not emotionally, psychologically, orphysically ready to begin reading.

A. Strengths in Reading Skill Areas

(Graphophonic)

Information gathered from the prescription sheetsshowed that a majority of the students knew thealphabet and had some phonic knowledge of soundletter correspondences. In particular, approximately10 students were able to recognize initial sounds inwords and could sound out many words that theywrote or copied. Also, some students could matchwritten words with the spoken form. However, silentconsonants as in the word "frighten" posed trouble.In a concentration game, students were able to matchseveral words. All students had good visual perceptionwhen working with color and shape discrimination.

(Syntactic)

The basic word-order structure of English (S-V-0)posed no great problems for the Cambodian or LaoESOL students since their languages have the samestructure. They were able to construct simple sentencesin English and they easily acquired more detailed pat-terns of grammar.

(Semantic)

Although many of the students had a limitedvocabulary, they could match pictures with written

2

words. The more advanced or semi-literate studentswere able to accomplish this task. Almost all of thestudents were able to distinguish common everydaywords. When simple sentences were read, many stu-dents were able to demonstrate their comprehension(i.e., run, walk, etc.) or could create a picture toillustrate their comprehension. Some students wereable to use isolated basic words correctly in sentences.

B. Areas Needing Strengthening

(Graphophonic)

Students displayed some difficulty in stringing letterstogether to form words. As noted earlier, moststudents could recognize the alphabet and sound-lettercorrespondence. However, further practice was neededwith basic sight words since letter order for words intheir native languages, i.e., Lao, does not correspondto the order in which the represented sounds are pro-nounced.' Therefore, emphasis on spelling in Englishis vital. Punctuation was another area of languageinterference for this group. In their native languagesthere are no spaces between words, punctuation is vir-tually non-existent, and there is no capital-small letterdistinction.

(Syntactic)

When teaching reading to illiterate and semi-literateIndochinese students the focus should not be on gram-mar. Through reading in various stages,the illiterate or semi-literate ESOL student will learnor at least be able to detect grammatical structuresthrough practice and/or habit. However, verb tensesdeserve special attention since the native languages ofthese students have no inflected verb endings as doesEnglish.

(Semantic)

Since comprehension is the major goal in reading, ef-forts should be made to contextualize new words. TheESOL students must always see the relationship ofisolated words to the whole sentence in order to derivetheir meaning. In forming or reading new words, themeanings must be associated with them. Structuredreading practice will enable the student to selectsemantic cues, therefore developing prediction orguessing skills! The Cloze procedure is a very usefuland effective technique to build a student's predictionskills.

3. Teaching English to the Lao, Teaching English to CambodianStudents, The Hmong Language: Alphabet and Sounds.4. There is a cultural bias against guessing. Many Indochinesestudents are right-answer oriented and therefore do not tend toguess, even if they are fairly certain an answer is correct. There is astigma attached to guessing, especially in the presence of theirpeers, since a wrong answer tends to degrade the person.

V. Educational Suggestions

A. General Concerns

Needed Pre-Reading Skills

1. A general awareness of the reading process: symbol-ization.

2. Semantic clues concealed in the written symbols.3. Eye movement.4. Visual-motor coordination.5. Hearing and producing the sounds for understand-

ing.6. Awareness of writing conventions: spelling, capital-

ization, punctuation, organization.

Pre-Reading Checklist

A pre-reading checklist' designed by Dr. Wayne W.Haverson of Adult Education at Oregon State Univer-sity was completed for each student by the workshopparticipants. The checklist is divided into nine sections:(1) listening skills, (2) sound-symbol recognition, (3)motor skills, (4) visual-auditory coordination, (5)visual perception, (6) ability to manipulate language,(7) emotional readiness, (8) psychological readiness,and (9) physical readiness. Students' weaknesses ineach category were assessed. The following observa-tions are based on our experience with the students.

In general, the workshop disclosed the followingweaknesses in the students:1. short vowel sounds, i.e., a, i, e2. long vowel sounds, i.e., i3. initial sounds, i.e., sh/ch, cl/cr, p/b, v/w, r/I, r, s,

f, c, th/wh4. endings, i.e., verbs, t in doesn't, isn't5. sound-letter recognitionWe must remind ourselves that not only were thesestudents illiterate or semi-literate in their own languageand/or English, but they also lack oral skills inEnglish. Since their vocabulary is very limited, theirreading process is consequently hampered.

B. Teaching Procedures

The following observations are offered as "tips" toclassroom teachers of Laotian and Cambodian adoles-cents:

Do Don'tLearn to pronounce names Confine the last name withclearly, the first.

Use normal conversationalEnglish. Speak clearly and dis-tinctly.

Use basic English patterns daily.

Encourage, gently insist upon,maximum verbal classroomparticipation.

Use unnatural tones and inflec-tions or exaggeratedspeech patterns.

Use figurative language, ex-cept commonly accepted col-loquialisms.

Push, force students to speak ifthey do not seem ready for it.

5. See Appendix H for a copy of Dr. Haverson's Pre-ReadingChecklist.

1 0

Do Don't (continued)

Give them opportunities tohelp around the room.

Speak to the whole class.

Use peer instruction. Studentswho are more adept at Englishcan be good models.

Be aware of learning disabili-ties other than language and cul-tural difficulties (hearing, sight,emotional).

If a hearing-disabled student ispresent, make a strong effort tospeak while facing the class atall times.

Encourage students to seekhelp whenever they need it.

Use grammar school, even kin-dergarten materials once in awhile (refer to the clay tech-nique as an example).

Teach the students appropriateuse of greetings.

Paraphrase or ask questions tocheck the students' understand-ing.

Be patient and wait for stu-dents to answer.

Help the students feel "athome" in the classroom.

Secretly be sensitive to theirneeds.

Use varied audio-visual aids.

Relate reading lessons to stu-dents' daily lives and generalschool routines. Teach themfunctional reading.

Use more than one method toteach a particular concept dur-ing a lesson.

Be aware of cultural differ-ences.

Consider them helpless.

Exclude anyone. If a communi-cation problem seems to persist,resort to use of the nativelanguage (i.e., one of the peerscould convey the message).

Be discouraged from using apeer student because of theapparent "shyness."

Overlook the possibility ofhaving learning-disabled stu-dents in the classroom.

Speak while turned away fromthe class. Avoid repetition.

Respond abruptly. If you areunable to help the students atany specific time, make arrange-ments to meet them at a moreconvenient time.

Assume they will be boredwhen using clay, constructionmaterial or other lower instruc-tional ievel materials.

Assume the students under-stand simple forms of greetingsand their cultural connotations.

Ask whether the students under-stand or not. Their "yes" maybe a mere form of acknowledge-ment. ("Yes," they heard you.)

Assume the students are notaware of the answerthey mayneed more time to process theinformation being given.

Emphasize the students' dif-ferences. An awareness of theirdifferences is, however, usefulfor the teacher.

Pick out the weak student(s).

Assume that an audio-visualaid has the same meaning foreverybody.

Use abstract or conceptualexamples in the Seginning.

Assume that everyone's learn-ing style is the same.

Confuse personality differ-ences with cultural ones.

C. Teaching Techniques useful in working with in-dividual students or with a group of students.

One of the major goals in reading instruction is toteach ESOL students meaningful, communicative, andfunctional use of the English language. The followingten techniques, which are geared toward this goal,were employed and found effective in the literacyworkshop, summer 1981.

3

I. The Cloze Technique

Materials: Overhead projector, transparency

Preparation: Before class the teacher must:a.) choose some sentences from a story previouslyintroduced to the students, i.e., "Caps for Sale,"etc.b.) write the sentences on a transparency, andc.) cover every word (usually 7th or 9th) with apiece of black masking tape.

Procedures:1. The teacher reviews the story orally.2. The teacher reads aloud the first few sentenceswritten on a transparency.3. The students read each sentence silently, filling inthe missing word. Students are encouraged to guess.4. The teacher reads the completed sentence aloud.5. Students repeat the sentence, imitating the intona-tion pattern.6. Steps 4-6 are repeated until the passage is com-pleted.

2. The Stripboard Technique

Materials: Six-ten prepared sentence strips, andstripboard.

Preparation: Choose a familiar situation or contextbefore class. Make a list of phrases or sentencespertaining to this context. Write down each phraseon individual sentence-strips, i.e., Time: Days ofthe week, months, etc.

Procedures:1. The teacher distributes the days of the weeksentence-strips.2. Students read their sentence-strips silently.3. Using time sequence, individual students placetheir strips on the stripboard.4. The other students can read the placed strips.5. Students write down the phrases in their note-books. Students must be given time to practice theirwriting skills.

3. Modified Strip Story Technique

Materials: Long strips of paper, magic markers,scissors, and magazines.

Preparation: Students select a picture from amagazine pertaining to a topic of their choice (e.g.,nouns: food item).

Procedures:1. The teacher records the student's sentence on along strip of paper.2. The student reads the sentence.3. The teacher cuts off each word and mixes thestrips .4. The student "unscrambles" the words, puttingthem in the proper sequence.S. The student reads the sentence.

4

Optional Steps:6. The student chooses a second picture pertainingto the topic.7. The teacher writes "and" on a strip.8. The student inserts the two new strips into theoriginal sentence.

For elaboration on the strip story technique, referto Robert Gibson, TESOL Quarterly, Vol. 9, No.2, June 1975.

4. Clay TechniqueMaterials: A selection of colored clay, overheadprojector, transparencies, magic markers.

Procedures:1. The teacher distributes the clay. Each studentshould have different colored clay pieces.2. Students divide the clay into long thin("worm" shapes).3. The teacher reviews colors.4. Following the teacher's directions, students makeletters out of clay strips.5. The teacher shows some sentences previouslywritten on the top section of a transparency.6. The students read the sentences.7. The teacher now writes the same sentences overagain, this time deleting a word from each sentence.8. The teacher asks the students to name the miss-ing word.9. The students fill in the missing word by shapingthe word with the colored clay strip indicated by theteacher.10. A student will read the completed sentence.Steps 8-10 are repeated until all the sentences arecompleted.11. The students read the sentences silently.

5. Bingo Vocabulary/Sequence Technique

This technique is to be used in conjunction with astory previously introduced to the students (e.g.,"Caps for Sale") in order to help them with thevocabulary and reinforce their reading skills.Materials: One master gameboard, a set of word-cards, 30-40 individual game-cards, and 200 chips(optional: one die).

Preparation: Before class, the teacher prepares thegame-cards, making sure that each game-card con-tains at least one sentence. In class, each playerselects a Bingo game-card. Each player will haveten markers. The leader has the master gameboardand the set of word-cards in front of him.

strips

Option I (Vocabulary)The object of the gameis to be the first playerto get five words in arow, either vertically,horizontally, or diagon-ally.

Option 2 (Sequence)The object of the gameis to be the first playerto get a complete sen-tence in a row eithervertically, horizontally,or diagonally.

Procedures:1. The leader mixes the word-cards. He calls out theword appearing on each word-card. Any player whohas the called word on his board places a chip ow. itin order to mark it. All players can mark the centerslot on their boards since it is Free.2. The first player to have a complete row of fivewords (Option 1) or a complete sentence (Option 2),either horizontally, vertically, or diagonally, is thewinner and shouts,"BINGO!"3. In the case of a tie: (a) both players can be declared"winners," or (b) both players throw the die and theone with the highest number is declared the winner.

6. Graphophonic Technique

Materials: Bulletin board, 26 small letter-cards,word-strips, thumbtacks.

Preparation: (a) write a letter of the alphabet oneach card; (b) write a word on each strip, leavingout the first letter; and (c) place all the cards aroundthe edges of the bulletin board.

A Z Y X W V U T

0GHIJK L MNProcedures:1. The teacher puts up a word-strip on the bulletinboard and asks for volunteers to fill in the missingletters.2. The volunteer student(s) will choose one of theletter-cards.

Example: Possible answers to the above example:HP R SCMF B3. Repeat with other word-strips.

7. Grammar Wheel TechniqueA Game

Materials: Circular drawing 40 cm. diameter, sec-tioned as below; spinner in center (paper fastener)

Procedures:Student turns spinner in the center of the game andmust produce the required answer within someestablished time limit. Students with the most points wins.

Add variety: Make outer circle of bristol board andinvent several more of your own. Interchange themas students become proficient.

8. "Box" Technique

Materials: A medium-sized box; a hand puppet; aball; signs with words previously printed, oroverhead projector and transparency.Procedures:1. The teacher manipulates the hand puppet to il-lustrate prepositions such as over, under, above,etc.2. The students tell the teacher the location of thepuppet.3. The teacher asks a student to demonstrate apreposition.4. The student demonstrator asks the other studentsthe location of the puppet. He then holds up thesign with the right preposition.

Variation: instead of a puppet, use a ball. Alsosigns can be substituted by a transparency.

9. Filmstrip Technique (Ed-Tech Service Co.,Chatham, NJ)Materials: Layout sheet, film, markers.

Procedures:I. When making a filmstrip, lea: ,7 about five blankframes ahead of your work as "leader" film forthreading into the machine. When positioning thefilm, be sure that the sprocket holes along each sideof the film line up with the holes on the layout strip.Anchor the film by pressing against taped holes atthe top and bottom of each strip.2. Place film over this sample strip as explained in(1) above and trace pictures onto the film.

Place Scotch Tape behir1 ,-! koles so that sticky sideshows through to hold and position film.

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3. Use simple figures and line drawings. Use a pen-cil so that corrections and changes can easily bemade. When completed, you might even lay filmover drawings and trace.Filmstrips can be used to introduce or reinforcereading lessons.

10. Modified LEA Technique (See section VI, page 10,

for a description of the Language Experience Ap-

proach.)Materials: A large piece of cardboard and a magicmarker.

Freparation: Write the following questions on thecardboard:

Personality Cube

I. What do you do for fun?2. What do you like? Dislike?3. What three adjectives describe you best?4. What careers interest you?5. What do you do best? Worst?6. Just what kind of person are you?

Hang the cardboard on the blackboard.

Procedures:1. After reading each question silently, the studentresponds with one or more sentences.2. The teacher serves as a scribe, recording the stu-dent's responses.3. The student reads the passage silently to reinforceword recognition.

4. The teacher asks the student if he wants to makeany changes.5. Changes are made only with the student's ap-proval.

D. Instructional Materials: Commercial and Teacher-

made MaterialsAn integral part of teaching reading to the students inthis workshop was the use of instructional materials in

daily lessons for both large and small groups. Com-mercially-available products, such as plastic colorchips, picture flashcards, puppets, paper dolls, model-ling clay, and a workbook supplemented a bulk ofmaterials which were designed and produced by theteachers during and for this workshop.

While all of the commercially-available materialswere useful, the workbook, The Magic of English, was

of particular value.For the duration of the workshop, each ESOL

student received a copy of the workbook. In additionto utilizing this aid during individual instructionalperiods, teachers assigned students work to be com-pleted at home. The focus of the workbook assignmentswas to reinforce the concepts of colors, possessives,and food which was demonstrative of U.S. culture. Theskills focused on reading and writing.

*--)-

While the workshop contained many useful exercises,the workshop directors were selective in choosingthose which would be completed to meet the objectivesof this project. Therefore, in class, the ESOL studentswere required to complete only the exercises on pages20-21, 44-47, 72-75, and 94-95. Exercises on pages100-102 were utilized to evaluate the students' readingskills.

It was noteworthy that pages 52 and 53 of the work-book were utilized for the students' first languageexperience stories. They were asked to insert on page52 the photographs of themselves which were takenduring the soccer and/or jump-rope activities. Thestudents subsequently generated individual accounts(with the help of the workshop participants) of theiractual experiences on the playground.

On page 53, teachers inserted a picture of the stu-dent which was taken while working in his individualgroups. Again, the ESOL students were asked togenerate their own impressions of the small groupactivity.

Students appeared to enjoy talking about theirexperiences and were motivated to write about them.Of course, the value of this entire language experienceexercise was to practice in their reading what they hadwritten.

Teacher-prepared materials included phonics cards,picture or word flashcards, sentence strips, overheadtransparencies, pictures for a feltboard, filmstrips,slides, word bingo games (words only and words andrelated pictures), language-master cards, cartoons andpicture cards for the sequencing of events, and abulletin board display for new words.

It appeared that the students enjoyed and readilyparticipated in activities in which they were activelyinvolved, such as handling puppets, making clay letters,placing color chips in a sequence, playing word bingowith markers and placing word cards, picture cardsand sentence strips on a feltboard or slot board. Also,they were attentive to almost anything projected onthe screen, particularly to colorfully illustrated film-strips and slides. The students responded well tooverhead transparencies from which they followeddirections; identified letters; read words, sentences,and paragraphs; played word-picture bingo; and sangsongs.

In addition to the instructional materials describedabove, participants were asked to develop sets of Activ-ity Cards and Task Folders which could be used withindividual students who have specific learning problemsor needs. These materials are available to Marylandteachers on a loan basis through the Maryland StateDepartment of Education. The following is an explana-tion of the purpose and formation of Activity Cardsand Task Folders. A brief description of each of theseteacher-made materials is also included.

4

Activity Cards are constructed with index cards ofvarious colors; preferably 5 " x 8 " size. One may useboth sides of one or more cards for each activity. Thecard(s) should deal with one concept (phonological,morphological, syntactic, or cultural) only. The cardshould contain the purpose followed by the activity(ies)required to master the objective, and the evaluationprocedure and/or criteria. In addition, the card shouldbe constructed in such a manner so that it is attractiveto the user. Activity Cards may be decorated withpictures, words (press-on type), drawings, and otherdecorative techniques. If more than one card is usedfor a cdncept, all cards should be stored together in abrown envelope. It is strongly recommended that thecard(s) be laminated in order to prevent wear.

Thin

withTe eth

Task Folders are constructed with file folders. Likethe Activity Cards the folder should: (I) deal with oneconcept; (2) be attractively adorned with pictures, draw-ings, letters, color, etc. The inside of the cover shouldcontain the purpose of the specific folder, activities tobe completed by the student, and the evaluation proce-dures.

A Task Folder is generally more detailed than anActivity Card. Therefore, it will contain more informa-tion (activities) than an Activity Card. A folder mayalso include a filmstrip, an audiotape, one or moreoverhead trasparencies, one or more Activity Cards,instructions directing the user to see the teacher, to goto the library, etc. Again, like the Activity Card, the

7

8

folder should be laminated and may be stored in a filecabinet.

As we noted earlier, Activity Cards and Task Fold-

ers were developed in conjunction with this workshop.Following are the titles and a brief description of eachActivity Card and Task Folder which was developed.

Activity Cards

1. Possessives (5th Grade, 2nd Grade ReadingLevel):The student is asked to convert sentences conveyingownership with the word has to sentences using -'s.Subsequently, a short paragraph utilizing -'s isread and questions are posed to test the student'scomprehension.

2. Let's Make Popcorn (High School, 2nd and 3rdGrade Level):This is an enrichment activity for following direc-tions. By following the directions on the card, thestudent(s) will pop corn with an electric popper.Instructions on the back of the card can be copiedto enable the students to pop corn on their stovesat home.

3. Fill-ins (4th Grade, 2nd Grade Reading Level):The student is asked to choose the appropriateword to complete the sentences. The student mustpick from choices which differ by one sound.

4. Rhymes (5th Grade, 2nd and 3rd Grade ReadingLevel):The student is asked to find the rhyming wordsfrom amcng a group of words and then to com-plete poems by choosing words from -at, -ouse,and -irt word families.

5. Calendar (Designed for Secondary Schoolstudents who have some knowledge of calendarsand are able to read "How" and "What" ques-tions):Side one consists of a sample calendar (month ofJune '81) with dates marked by a picture ofanimals and simple instructions on the structureof a calendar.

Side two consists of a drawing which shows theconcept of yesterday, last night, today, tonight,and tomorrow, and ten questions on calendarinformation.

6. Time (Designed for Secondary School studentswho have time concepts in their native languageand are able to read time structure phrases):Side one has pictures of a clock which shows thetime, and model sentences.

Side two has seven pictures of a clock, eachindicating a different time. Students are asked toexpress the time in writing.

7 . In & On (Designed for Secondary School studentswho have some knowledge of prepositions):

Side one contains pictures which show the use ofprepositions in and on.

Side two contains five fill-in-the-blank ques-tions on pictures concerning in and on.

8. Money (U.S. Coins) (Designed for SecondarySchool students who are able to "sound out"some words):Side one has photos of U.S. coins (quarter, dime,nickel, penny) and their value.

Side two has three sets of questions on a groupof coins. The students are to identify the coins andknow the value of each one.

9. Silly Letters, Crazy Letters (Designed for earlybeginner students in ESOL):Students are asked to identify a variety of printedletterscapitals and lower caseand then to findother letters in magazines (A, G, F only).

10. A New Day (Designed for students with a basicknowledge of vocabulary and simple sentences):This card consists of simple sentences on morningroutine and is aimed at developing sequence andsentence structure when a story is written with "I"instead of "he" and with a few verb changes.

Compound Words (Designed for students with abasic small word vocabulary):This card contains pictures and fill-in-the-missing-word sentences to create compound word vocab-ulary from easier words; example: pan/cake.

12. Where Is It? (Designed for students who have alittle knowledge of prepositions and perhapscrossword techniques):This card consists of a picture, missing-word sen-tences, and a crossword puzzle to reinforce themeaning of prepositions in, on, under, and above.

13. Small, Smaller, Smallest (Designed for beginningESOL students):This card teaches the concepts and words: small,smaller, smallest. It contains a series of pictures ofobjects in which students are asked to circle thesmaller, or smallest, object.

14. Snack Time (Designed for students who know thealphabet as well as the words before, after, first,and second):This card has pictures and names of snacks thatthe students (and teachers) enjoyed during theworkshop. On the back of the card is the alphabetand some practice questions about the sequence ofthe alphabet. Students are asked to alpha-betize the names of the snacks on the front of thecard.

I 1 I.

15 School Words Crossword Puzzle (Designed forstudents with good sight word vocabulary):The card reinforces knowledge of definitions ofwords commonly associated with school. The card

teaches the meaning of opposite and gives ex-amples. It then includes a crossword puzzle withseveral clues asking for "the opposite of . . ."

16. The Fox and the Grapes (Designed for studentswho need help in predicting and confirming):This card is intended to give practice in readingfor meaning, making inferences, and drawingconclusions. It directs the students to get a copy ofAesop's Fables from the teacher. After reading"The Fox and the Grapes," students are asked toanswer the questions on the back of the card. Asan extra activity, students are directed to read"The Crow and the Fox." They are asked to para-phrase it, and record their version on an audio-cassette tape for the teacher.

17 . Understanding Words for Positions (Designed forbeginning students who know the alphabet):This card teaches the prepositions in, on, under,next to, and above. It contains illustrations to aidstudent comprehension of the words. The student

asked to read sentences about the illustrationsand determine if the sentence appropriatelydescribes the illustrated positions.

18. Possession Using -'s (Designed for the studentwho is able to read in order to answer informationquestions and who is familiar with writing pat-terned responses):This card has pictures of people (and a dog) whopossess specific objects. The student is asked toprovide patterned responses to "Whose is it?" byresponding: "It's. the boy's coat."

19. Things That Move (Designed for beginningstudents who know the alphabet):This card presents vocabulary by means of picturesand accompanying words. The student is asked tomatch the picture with the word. A sentence com-pletion activity is included for a student who ismore advanced.

20. Shapes (Designed for the student who knows theletters of the alphabet, numbers from 1 to 20, andis familiar with the words shape, count, how many,find, and red):This card teaches basic shapes (circle, square,triangle, rectangle) via pictures and words. Thestudent is asked to look at a "Shape Man" andcount the shapesthe circles, squares, etc.

21. Compound Words (Designed for beginningreaders who are ready for compound words):This activity shows how short words are puttogether to form a compound word. Pictures andobjects are matched. There is an activity in whichthe students are directed to make new compoundwords with the help of pictures.

22. Comparisons (Designed for beginning ESOLstudents who are learning to compare):

G

This card presents the compa- son of "long"through a series of pictures of animals, birds, andpeople. It contains a true/false exercise to testcomprehension.

23. How Do You Spend Your Time? (Designed forstudents who are just beginning creative writing,and putting their thoughts in sentence form):This activity consists of a series of pictures whichshow activities one might do in his/her free time.There is a caption for each picture. Students areasked to write five sentences: three sentences onrecreation that they make up and two sentencesfrom the picture card.

24. Alphabet (Designedstudents):Each of the four activity cards is designed to teachthe letters of the alphabet; how to say, recognize,and write them. The cards should be used with theteacher's guidance.

25. Learning Fun with Letters and Shapes (Designedfor illiterate and semi-literate ESOL students at abeginning level):This card is to aid ESOL students in developingvisual perception, fine motor skills, word recog-nition, a sense of dire;:tion, and ability to place thewords in a meaningful context. The card includes:(a) two exercises on matching shapes with related

ords, (b) riddles, (c) an activity asking studentsto draw shapes, and (d) following direction exer-cise.

for hearing-impaired

26. The Alphabet Clock and "Sharp Eyes and Ears"(Designed in conjunction with the lessons in thePhonetic Task Folder):The activities include recognition of the letters ofthe alphabet, discrimination of medial sounds andusing the words in context.

Task Folders

1. Count-Non-Count Nouns (5th Grade, 2nd GradeReading Level):The student is asked to sort 18 ca:cls with picturesof foods and other objects into two piles represent-ing two categories. They are then asked to con-struct sentences and questions with some of thesewords following a model.

2. Describe a Person (5th Grade, 2nd Grade ReadingLevel):A picture and a short paragraph are given toillustrate the use of adjectives in a description.Note is made of the word order. Subsequently,descriptive sentences are given in a jumbled formfor unscrambling. The student is then asked tochoose a picture and write a description of it.

3. Colors (Designed for students of age 10 and up):This folder consists of four activity cards with

0

levels marked by red cfrts. Two coloring dittosand the master are also included.

4. Who Will Answer the Phone? (Designed forstudents who have a basic vocabulary level andability to write simple sentences):The folder consists of a transparency, dittos, and"lead" questions to aid in the development ofsentences for creating a story.

5. Consonant Capers (Designed for students whohave some knowledge of beginning sounds andmany consonants):This folder consists of letter and word cards. Italso has a tape with lists of words that match pic-tures for developing beginning consonant soundsand building vocabulary.

6. Read Signs (Intended for beginning level

students):This task folder on common road signs includes afilmstrip, tape, and two worksheets. Its purpose isto demonstrate that symbols convey meaning. Itteaches the basic sight words included on the signs,and encourages students to use pictures as clues to..redict meaning. (See sample Road Signs on page30.)

7 . Comparisons: -er and -est (Intended for thestudent who knows the alphabet, basic sentencestructure, and enough vocabulary to follow written

directions):This task folder on comparisons using -er and-est includes four learning activity cards and a setof small cards for playing concentration.

8. Soccer Is Our Game (For all students interested insoccer, who have familiarity with soccer terms):This folder contains a basic reading selection"Soccer Is Our Game" and word identificationgames which include two "fill-in-the-blanks" andone "unscramble-the-name-of-the-positions." Italso includes a map of the field and bingo forthree players.

9. Teacher-Guided Packet to Aid Hearing-ImpairedChildren in Reading (Designed to be a preparationfor reading):The purpose of this task folder is to teach the verybasics of recognizing the letters of the alphabetand their sounds. It must be teacher-guided and isnot meant to lie used by individual students alone.Some knowledge of dealing with hearing-impairedchildren prior to using this folder would be helpfulto the teacher.

10. Phonics Is Fun for Everyone (Designed for illit-erate ESOL pupils just beginning to distinguishsounds):This unit includes: (a) 4 sets of language mastercards with corresponding transparencies and dittosheets; (b) ditto sheets which are intended to pro-

10

mote visual discrimination of was and sawthrough the use of context clues.

11. All Money-Saving Tips/Food (Designed to assistESOL students*):The folder contains vocabulary exercises andmathematical problems which deal with: (1) cor-rect change, multiplication problems; (2) buyinggrocer}, items; (3) plan your shopping; (4) compar-ing prices; (5) saving at sales; (6) figuring totalcosts; (7) total change; and (8) calendar. Materialswhich are included are: (a) ditto sheets; (b) trans-parencies; and (c) tape.

VI. The Language Experience Approach toTeaching ReadingThe Language Experience Approach is a highlymotivational method of teaching reading that uses thestudents' own words as reading material and demon-strates to them that their oral language can be writtendown. The basic idea behind the approach is thatstudents are more inclined to read words they havegenerated themselves. Such an activity is more mean-ingful to the students than reading workbooks orprimer excercises only. The approach can be, and inthis workshop was, successfully integrated into aprogram using a variety of methods and materials.

The first necessary ingredient of the LanguageExperience Approach is the sharing of a commonexperience. It can be a field trip, a film, or somecommon effort. In this workshop, some of thestudents and teachers played a soccei game. Othersjumped rope, while one student chose to try his handat typing for the first time.

After the experience, students returned to the class-room, grouped according to the activity in which theyparticipated. Teachers prompted each group to talkabout the experience and "make up a story" about it.

The next step is to have students dictate sentences tothe teacher, who copies the student's exact words onthe blackboard, overhead projector, or preferably ona large piece of posterboard in front of the class. Duringthis workshop, much prompting and encouragementwere neeeded to get the students started. Once theybegan, however, we noticed that previously quietstudents were speaking out confidently.

After each new sentence is dictated, students aretold to read silently from the beginning of the story toreinforce word recognition. When the story is com-pleted, it is read aloud by the teacher exactly as it wasdictated. The teacher then asks the class if it wishes tomake any changes. If anyone suggests a change, theperson who originally contributed the sentence to thestory must be consulted either to approve or reject the

The level of the students is not specified. The teacher shoulddetermine if the activities are suitable to the student's age, interestsand needs. Beginning ESOL students may need some help with theinstructions, but they should be able to do the work.

1.7

suggested change. In this way, students feel that thestory really belongs to them, i.e., they have controlover the language used.

When the story is finalized, it is read aloud onemore time. The teacher later makes necessary gram-matical changes, types the story on a ditto, anddistributes copies of the story to the students the nextday in class. The teacher reads the story aloud first,then the class is instructed to read aloud with theteacher. Finally, individuals can be called on to readthe story while the class follows silently.

To ensure mastery of the words in the story, a dozeprocedure can be followed, leaving out every nth wordin the story and having students fill in the missingwords. The procedure can either take the form of atest or a worksheet in which students have access tothe original story and "find" the missing words.

Students keep copies of their stories, and the teachercan file copies in the classroom for use in the future asa review.

Although the stories were difficult to extract initially,the Language Experience Approach was well-receivedby the students in this workshop. They read eachgroup's story with interestand requested future ses-sions of soccer and jump rope! Pictures taken of thestudents during these activities prompted other in-dividual stories. The group and individual stories areincluded here.

Time constraints did not allow us to use theLanguage Experience Approach to the full extent thatwe would have liked, but our observations lead us toconclude it is a very worthwhile method of teachingreading, and we highly recommend it to others.6

Exam ples of Language Experience stories generatedby the students in the Summer Literacy Workshop-1981:

A. Soccer

Today we played soccer. Green team won. Kam andKhanha were leaders. Amkha and Kira were leaders ofthe blue team. The blue team one point. The greenteam-4 points. Playing soccer makes you hot, andthirsty. Twelve people like to play soccer. Twelvepeople want to play soccer again.

B. Jumping Rope

I jump rope. Six people jump rope. I jump rope witheverybody. I jump rope alone. Everybody jump ropegood. Boualong is the best. I don't know. I jump ropeoutside. They play soccer. They play soccer outside.Mr. Hancock play soccer.

6. For additional information, please refer to Mary A. Hall,Teaching Reading as a Language Experience.

C. Typing and I Write a, s

I type lad and fall. R, r, and K, j. I like to type. Youwrite with a typewriter. It's hard. It's okay. Use anold typewriter. You cannot clean. Mrs. Pollero teachme how to learn typewriter. First time I don't knowbut Mrs. Pollero tell me a little bit. I'd like to learnmore. I need to learn until to I can type very well.

D.Viengkorn's brother he played soccer he fall whenkicking the ball. A lot of blood came out. He went tothe hospital.

E.We are reading. We are seeing pictures. We are talk.We are smile. We are funny. We are open the folder.We are sitting in the seat. We are students. We areteacher in the school. We are learn English. We are inhere the blackboard. We are ABCD. We want tolearn.

3

Group Language Experience Stories

A. Jumping RopeToday six people jumped rope. Everybody jumpedrope well. Boualong was the best. We jumped ropeoutside. They played soccer outside. It was fun.

B. Jumping RopeToday six people jumped rope. Everybody jumpedrope __. Boualong was the We jumped rope

They played soccer It was fun.

C. SoccerToday we played soccer. The green team won. Kamand Kanh Ha were the leaders. The green team made4 points. Amkha and Kira were the leaders of theblue team. The blue team made 1 point. Playing soc-cer makes you hot and thirsty. 12 people said theylike to play soccer. Twelve people said they want toplay soccer again. Mr. Hancock said okay.

D. SoccerToday we played soccer. The green team won. Kam

Kanh Ha were the leaders. The team made4 points. Amkha Kira were the leaders of theblue team. The blue team mane 1 Playing soc-cer makes you hot ____ thirsty. 12 people said they

to play soccer. Twelve people _____ they want toplay soccer again. Mr. Hancock said okay.

Individual Student Language ExperienceStories

A. Typing and Writing A, SI typed lad and fall, R-r, and K, J. I like to type. Youwrite with a typewriter. It's hard. It's okay. Use an oldtypewriter. You cannot clean . . . Mrs. Pollero taughtme how to learn to type. The first time, I did not know

11

how, but Mrs. Pollero told me a little bit. I'd like tolearn more. I need to learn until I can type very well.

B. Typing and Writing A, SI typed lad and fall, R-r, and K, J. I like to type. You_ with a typewriter. It's hard. _ okay. Use anold typewriter, cannot clean . . . Mrs. Pollerotaught how to learn to type. _ first time, I didnot how, but Mrs. Pollero told a little bit.I'd like learn more. I need to until I cantype very _

VII. Characteristics of Laotian and Cambo-dian Adolescents

The impact on characteristics and behavior resultingfrom the experiences undergone by Laotian and Cam-bodian adolescents cannot be fully realized. Educators,ESOL specialists, and all those working with theseyoung people can only guess and, consequently, em-pathize with them.

The following is a list of adolescent characteristicsand behaviors demonstrated by the participants in theLiteracy Workshop 1981:'1. Physically these students have the typical adolescent

characteristics: rapid growth and development,feeling awkward and uneasy with their own bodies.

12

2. The abrupt changes in their lives, and the addedresponsibilities of living and coping in the U.S.,combine to force them to act as adults. Yet it isimportant for teachers to recognize that they arestill subject to universal pressures of adolescents.

3. In the beginning they are usually polite andcooperative; however, they remain distant. As timepasses, their trust level increases to the point ofaffection.

4. In their effort to become acculturated, they seekacceptance by modeling clothing choices, colloquial-isms, body movements, etc. This sometimes createsproblems at home where the adults tend to be moreconservative and, consequently, desire to adhere totheir native cultural heritage.

5. Under the diversity of pressures from their ownethnic peer group which is often dominated by thecultural and the traditional home values, theseyoung people are constantly searching for theiridentity.

6. The values and customs of the new environmentencourage the adolescents to experiment, sometimesexhibiting erratic behaviors.

7. For further information, please consult The Hmong Language:Sentences, Phrases and Words, General Information Series #15.

13

Appendix ALanguages of Indochinese Refugees

Porter ReedBilingual Education Section

Illinois State Board of Education

A. General Background Information

Laos:Population: 3,794,000Area: 91,429 sq. mi.Government: CommunistReligion: Buddhism, also Animism and ChristianityPeople: Lao; also numerous hill peoples, e.g., Hmong

(Meo), Black Thai (Thai Dam), Mien (Yao), Lu,T'in

Language: Lao; also French and hill peoples

Cambodia (Kampuchea):Population: 9,649,000 (other estimates as low as

5,000,000 )Area: 69,898 sq. mi.Government: CommunistReligion: BuddhismPeople: Cambodian (Khmer); also Chinese, Vietnam-

ese and several hill peoplesLanguage: Cambodian (Khmer); also French, Chinese,

Vietnamese and hill peoples

Vietnam:Population: 54,918,000Area: 128,402 sq. mi.Government: CommunistReligion: Buddhism; also Catholicism, Confucianism,

Taoism and Cao DaismPeople: Vietnamese; also Chinese, Cambodian and

numerous mountain peoples (montagnards), e.g.,Nung and Tho

Language: Vietnamese; also French, Chinese, Cambo-dian and mountain peoples

B. Language

1. Linguistic Diversity

Indochina is perhaps the most linguistically diverseregion in the world. An astonishing number of distinct-ly different languages are spoken by the peoples of thisarea. It is not uncommon for an inhabitant of Indochinato speak not only his own mother-tongue, but also thenational language, if different from his native tongue,and French or, more recently, English as well. It is mostdifficult for primarily monolingual Americans to im-agine such linguistic complexity. The following chartclassifies the main languages spoken by Indochineserefugees in the U.S. under three principal linguisticfamilies:

20

6,4A. 055ifolt

AUSTROASIATICViet: Vietnamese. Mon-Khmer: Khmer (Cambodian),

T'in

TAITai: Lao, Black Thai (Thai Dam), Nung, Tho, Lu

SINO-TIBETANMeo-Yao: Hmong (Meo, Miao), Mien (Yao, Man);Sinitic: Chinese (Mandarin or Kuo Yu, Cantonese,

Teochiu, Hokkien, Hainanese, Hakka)

2. Demographic Background

In the following chart note (I) the influence of bothChina and India on different regions of Indochina and(2) the large populations of Hmong and Lao in Chinaand Thailand, respectively. Although various dialectsand sub-dialects exist for all five language groups,only in the case of the Chinese dialects is communica-tion seriously impeded by these dialectical differences.

13

Population ofLanguage Evolution native speakers Dialects

Chinese (Viet- Indigenous to 2,000,000 (Viet- Mandarinnam) China nam) (Kuo Yu),

CantoneseTeochiuHokkienHainaneseHakka

Influenced by 7,700,000 Many regionalPali-Sanskrit subdialects(India)

Influenced by 350,000 (Laos) Blue/GreenChinese 3,900,000 Hmong and

(China) White Hmongsubdialects

Lao Influenced by 1,600,000 Many regionalPali-Sanskrit (Laos) subdialects,(India) 9,000,000 e.g., Luang

(Thailand) Prabang,Vientiane,Pakse, etc.

Vietnamese Influenced by 48,000,000 Northern,Chinese Central and

Southernsubdialects

Cambodian

Hmong (Laos)

3. Script

The five languages represented below are all mutuallyunintelligible. With the exception of Cambodian, allof these languages are tonal. This means, for example,that ma pronounced with six different pitch levels mayhave six different meanings.

The Vietnamese language uses Roman script; there-fore, Vietnamese names do not have to be transliteratedinto English. Since the 1950's, the Hmong languagehas also been written in Roman Script using a systemdevised by missionaries, called the Romanized PopularAlphabet (RPA). But Hmong names written in theRPA, e.g., Yaj Tub Ntxawg, are nearly impossible todecipher for Americans. To avoid confusion, Hmongrefugees transliterate their names into English as dothe Chinese, Cambodians and Lao, whose languagesdo not use Roman script (see chart below).

Attempting to pronounce Indochinese names, evenwhen they are written in Roman script, can prove tryingfor many Americans because the symbol-sound cor-respondence is different from that of English. VanPoa sounds more like Va Paw and Vo My Dung ispronounced Vaw Me Zoong. It is not surprising, then,that in many cases there may be more than one way to

Language

Cambodian

Chinese (Vietnam)

Hmong (Laos)

Lao

Vietnamese

NATIVE SCRIPTName in native

alphabettila 4114

lg.Yaj Tub Ntxawg

$2.47911 toPi)z9

Nguyen . an Giao

TransliterationPok Bofin

Lam Bao Minh

Yang Tou Geu

Somphone Thamma-vongsa

Nguyen Van Giao

14

transliterate a name, e.g., Somsy, Somsi or Somsee.The important point to remember here is that the pro-nunciation of a name in the native language must takeprecedence over the way it is written in Roman script.

4. Naming Systems and Forms of Address

The naming systems employed by the various peoplesof Indochina are confusing for most Americans. Thefollowing charts should help you determine (1) whichis the given name and which is the family name and (2)given the name, what is the ethnic background.

In comparing the charts directly above and below, itbecomes evident that only the Lao language is similarto English in that the given name precedes the familyname. In the four other Indochinese languages listed,the family name comes first. However, it should benoted that many Indochinese arrive in the U.S. withtheir names already "Westernized." It is best to askthe refugee himself for clarification of given and familynames.

Language

Cambodian

Chinese

Hmong

Lao

Vietnamese

NAME ORDER

Honorary orDiminutive Family

Pok

Lam

Tou Yang

Thamma-vongsa

Nguyen

Middle Given

Borin

Bao Minh

Geu

Sompho-ne

Van Giao

Sometimes Hmong children are called by their givenname preceded by a diminutive, such as Tou for boysand Mai for girls. Geu then becomes Tou Geu (seechart above) and Doua becomes Mai Doua.

It is also customary in the Hmong culture for a man,upon starting a family, to be given an honorary namesuch as Boua. From then on he is known as Boua plushis given name, e.g., Ge becomes Boua Ge.

The middle names Van and Thi indicate male andfemale, respectively, in the Vietnamese language.

Cambodian, Chinese, Hmong and Vietnamesewomen customarily continue to use their maidennames after marriage.

In Indochinese languages, excluding Chinese, a titlesuch as Mr. is used with the given name, not, as in theAmerican custom, with the family name. For example,Cambodians would call Pok Bonin Mr. Bonin, whileAmericans would refer to him as Mr. Pok (see chartabove).

When addressing another person, most Indochineseuse terms such as older brother or sister, youngerbrother or sister, aunt, uncle, grandmother, grand-father, etc., rather than given names. Kinship termsare used even to address a stranger. Often a kinshipterm will precede the person's abbreviated given name,e.g., Bounphet would be called Ai Phet (older brother

2.11

Phet) by his younger siblings,.relitives, friends andacquaintances alike.

Cambodian, Chinese and La, people have a greatervariety of family names than d the Hmong and Viet-namese. Most Hmong and Vietnamese refugees willhave one of the family names listed in the followingchart. The family names Yang, Xiong, and Vang com-prise a majority of the Hmong. As many as 45% ofthe Vietnamese have the family name Nguyen; Tranand Le are also very common.

COMMON NAMES (GIVEN IN NATIVE NAME ORDER)

CambodianPok BoninChan SokTep NaryPen SamanSorn NouanProm SokKhim RumduolChhom PhonChea KounKern ChumSam SereiKong KeaSamreth PechMen BoraChhim Mara

LaoSomphone ThammavongsaKhamsing ChanthalangsyBounphet SengsophaThongsavanh MahaxayPhonekco PhouthavongChanhkham LuangaphayBouabane SivongsaSengchanh KeomanyvongVanthong PhansavathSysouvanh XayarathPhoxay VansirivongSomsanouk XaykosyPhengsy DouangphayvongSisouk Insisiengmay

ChineseLam Bao MinhVuong Chi CuongLy Hong PhatQuach ChauLuu BinhTrieu Mon TrangLuong QuayLe Phuoc TiepTo Long ThanHo ThichChau HuyHua Buu MuoiTrach ThienMa XaoGiang Han

HmongYang Tou GeuXiong Mai DouaThao Boua GeVang ChueHeu KouLee DiaVue MaoMoua PaLo ChouChang BeeFang BliaKong NhiaPhang Ka YingKue NengHang You

VietnameseNguyen Van GiaoTran Thi XuanLe Kim AnhHuynh Thi Tuyet NgaTruong Quang HungVo My DungPham Duc KienDang Thi HuongNgo Trung HieuDo Ngoc Lam

3ng Thien TamPhan Thi Thanh MinhVu Dang NghiaDuong Thi Phuong Mai

5. Some Major Differences between IndochineseLanguages and English

A few general rcmarks should be made about thelanguages represented in the above charts:1. Many consonant sounds, e.g., b, d, f, g,

dj, r, s, v, ks, and z may not oc-

cur in final position. Even when p, 1 and k do oc-cur in final position, they are often unaspiratedand, therefore, barely audible to the Americanear. Excepting the ng sound, the Hmong languagehas no consonant sounds occuring in final posi-tion.

2. Consonant cluster (blend) sounds do not occur infinal position; e.g., in words such as act, church,third, wealth, fist, six.

3. Verbs do not change form; e.g., eat, eats, ate,eaten, eating.

4. No articles occur: e.g., a, an, and the.5. Plural endings on nouns do not occur; e.g., two

persons.6. Possessive endings do not occur; e.g., John's

book.7. No prefixes or suffixes occur; e.g., unfold or hap-

piness.8. No infinitives occur; e.g., to hear.9. No distinction is made between subjective, objec-

tive, and possessive pronouns; e.g., I, me and my.The same word is used for all three cases; e.g., Igo, They like I, and Book of I.

10. Word order may be different; modifiers and classi-fiers may follow the words they modify; e.g., Ihave bread white three loaves; or I have threeloaves bread white.

11. Predicate adjectives do not require the use of theverb to be; e.g., "The house is beautiful" trans-lates as house beautiful.

12. No subject-auxiliary word inversion occurs innegative statements; e.g., "Bill does not know"translates as Bill not know.

13. Negative interrogative statements are confusing;e.g., "Don't you like it?" might be answered,"Yes, I don't like it."

14. No subject-auxiliary word inversion oCturs in in-terrogative statements; e.g., "Does Jim workhere" translates as Jim work here + [questionparticle].

In highlighting some of the primary differences be-tween Indochinese languages and English, the majorsources of difficulty for Indochinese refugees learningto speak English become immediately apparent.

15

Appendix BIndochinese Refugee

Education Guides

The following material can be obtained from:National Indochinese ClearinghouseCenter for Applied Linguistics3520 Prospect Street N.W.Washington, D.C. 20007

They are also available through the ERIC system(Educational Resources Information Center). Photo-copies can be obtained from your nearest ERIC libraryfacility or you can order copies from the ERIC Docu-ment Reproduction Service, P.O. Box 190, Arlington,VA 22210. If you have any questions regarding thephotocopy service, please call the EDRS CustomerService Representative at (703) 844-1212.

*The articles marked with an asterisk are most rele-vant for Lao and Cambodian students.

Preschool Education Series1. ESL in Kindergarten: Orientation and

Scheduling2. ESL in Kindergarten: Teaching Pro-

nunciation and Grammar3. ESL in Kindergarten: Testing Young

Children4. ESL in Kindergarten: Language and

Concept Development

Elementary Education Series*1. On Keeping Lines of Communication

with Indochinese Children Open2. Classroom Instructions in Vietnamese:

Inside the Classroom3. Vietnamese History, Literature and

Folklore4. Classroom Instruction in Vietnamese:

Outside the Classroom5. Continuing English Studies During the

Summer6. Supplemental ESL Activities for Class-

room Teachers

Intermediate/Secondary SeriesI. Vietnamese History, Literature and

Folklore2. Detailed Content of Vietnamese Sec-

ondary Education3. Continuing English Studies During the

Summer

Educational Administration Series*1. On Assimilating Vietnamese and Cam-

bodian Students in U.S. Schools*2. Meeting English Language Needs of

Indochinese Students

16

Search #

ED116476

EDI 16477

Bilingual /Bicultural Series*1. Information for Administrators and

Teachers2. A Selected, Annotated Bibliography

of Bilingual/Bicultural EducationI 3. A Model for Bilingual Language

Skills Building, Adult Education Series

1. Teaching English to Adult Refugees2. A Selected, Annotated Bibliography

of Materials for Teaching Englishto Indochinese Refugee Adults(Summer, 1979 revision)

*3. Learning English a Different Way(one paper written in English, Viet-namese, Cambodian)

4. ESL Reading Materials for Adults5. Recreational Reading in Vietnamese6. English Lessons for Refugee Adults:

A Guide for Volunteers, Tutors,and Teachers

7. English Pronunciation Exercises forSpeakers of Vietnamese

8. A Guide to Manpower/VocationalESL

ED116478

I General Information SeriesED116479

ED116482

EDI16483

ED116484

EDI16485

ED125302

ED153498

ED116480

ED129069

ED125302

ED125302

ED116481

ED125308

ED153496

ED134028

ED125303

EDI 75288

ED129061ED129062ED129063

ED129068

ED135244

ED188499

*1. Hints for Tutors ED116486*2. Testing English Language Proficiency ED1164873. Education in Vietnamese Fundamen-

tal Principles and Curricula ED1164884. Teaching English Pronunciation to

Vietnamese ED 1 25304

5. Teaching English to Vietnamese:Textbooks ED116489

6. A Brief Look at the Vietnamese Lan-guage: Sounds and Spellings ED125305

*7 Testing the Reading Ability of Cam-bodians ED116490

8. Academic Resources for Languageand Culture ED11649I

9. A Selected Bibliography of Diction-aries ED163768

*10. Teaching English Pronunciation toSpeakers of Black Tai (Tai Dam) ED116493

11. Teaching English Structures to theVietnamese ED125306

12. Supplement to "An Annotated Bibli-ography for Teaching English tothe Vietnamese" ED122631

13. Perspectives on a Cross-CulturalProblem: Getting to Know theVietnamese ED129067

9 r1

1

1

*14. The Hmong Language: Sounds andAlphabets

*15. The Hmong Language: Sentencesand Phrases

*16. Glimpses of Hmong Culture and Re-cent History in Laos

*17 An Annotated Bibliography of Ma-terials on the Hmong of Laos

*18. Teaching English to Cambodian Stu-dents

E D157400

ED158592

ED15990I

ED159902

ED165467

*19. Teaching English to Speakers of Lao ED177907*20. English Language Testing ED1830I6*21. English Pronunciation Lessons for

Hmong EDI88498

A Manual for indochinese Refugee Edu-cation: 1976-77 (K:ndergarten-I2thgrade) ED135236

17

Appendix CTeaching ESL to

Illiterate Teenagers and AdultsAn Annotated Bibliography

Hunter PendletonTESOL Program

University of Maryland at College Park

Teaching ESL to people who are not literate in theirnative language is a topic on which very little has beenwritten. Indeed, many 'authors seem to have simplyignored the problems inherent in the task of teachingtoday's ESL class. Simply, many of the immigrantscoming to the United States today are not literate intheir first language. Most of the items below are notspecifically on the topic but have been includedbecause the techniques and information could easilybe adapted. However, item 10 is specifically on thetopic and is highly recommended.

1. Broughton, G., and others. Teaching English as aForeign Language, 2nd edition. London: Rout-ledge & Kegan Paul, 1980.

The chapter on reading includes an intermittentbut continuing discussion on teaching first languageilliterates to read. This turns out to be a ratherthorough discussion including techniques andmaterials production and ideas.

2. Emanuel, M. "Read and Question: A Question-Forming Exercise." ELT Journal, 35, 2 1/81.

This article explains a procedure for practicingquestion formation and content anticipation with asmall group. One student reads a story silently andthe others prepare questions based on written andvisual clues. They then question the reader aboutthe content.

3. Epstein, K. K. "The Road to Literacy: Teaching a16-Year-Old to Read." Journal of Reading, 25, 6,3/81.

This article tells the step-by-step process bywhich an American student learned to read. The en-tire program is described. Important steps are peerinstruction, confidence building, the LEA, includingthe student in classroom activities, and taking ad-vantage of the student's known strengthsin thiscase the student's sociability. An encouraging andinteresting account.

4. Evans, D. R. Games and Simulations in LiteracyTraining. International Institution for AdvancedLiteracy Methods, 1979. ERIC ED174957.

The editor of the series begins by saying that thismonograph is on instructional techniques. That is,"matching learners, learning media, and learningenvironments to make teaching and learning moreeffective." All games and the method are said to be"appropriate technology" and have been usedsuccessfully in the field. Literacy workers arere'ninded of the importance of using games andsimulations as a catalyst for learning, and to take

18

time for "processing the experience." Rationalesfor using games and simulations are discussed interms of raising motivation, prompting active par-ticipatory learning, providing applications to realsettings and roles, flexibility, and ease of use. 24games are included for examples.

5. Gunter, J. Letter Fluency Games. Technical Note#9, Amherst: University of Massachusetts, Centerfor International Education, 1975. ERICED175024.

"The concept behind a letter fluency game is thatof isolating certain component skills of literacy forpractice . . . ." This note discusses 14 literacy gamesused by a literacy project in Ecuador. Many can beadapted for ESL literacy training. There is also agood discussion of the philosophical and practicaldevelopment of the games chosen for this project.

6. Hay, W. Adult Literacy in Britain. Annotated Bib-liography. London: the Library Association, 1978.

This is a collection of references on the literacymovement in Britain during the 1970's. Centeredaround efforts by the BBC, the movement attackedall levels of illiteracy. There are six areas representedin the bibliography: (1) the background with "themeaning of literacy and a chronological overviewof Britain's literacy movement," (2) the BBC initia-tives and campaign, (3) the development of provi-sion, which refers to the different ways variousinstitutions and governments proAde literacy train-ing services, (4) tutors and tutor training, (5)students, and (6) aspects of teaching. While all ofthese materials seem to be impossible to get in theWashington, D.C. area, the bibliography is availableat the library of the University of Maryland's Col-lege of Library and Information Services and thepublishers and agencic are listed in the book.

7. Kapinus, B. A. "Miniclinics: Small Units of Read-ing Instruction Can Be a Big Help." ELT Journal,35, 2, 1/81.

An area is identified for a miniclass and throughcontent-teacher cooperation students attend andwork on specific points presented. For ESL students,they could be taught as needed to clear up specialproblems. A complete explanation of organization,student motivation, content-teacher cooperationand involvement, grading and assessment.

8. Larson, M. L. and P. M. Davis, eds. Bilingual Ed-ucation: An Experience in Peruvian Amazonia.Summer Institute of Linguistics, Dallas. Washing-ton, D.C.: Center for Applied Linguistics, 1981.

?

This is a large book describing in detail a compre-I

hensive bilingual education project in Peru thatstarted 25 years ago. The preface warns that this isa program worked out on the practical level and isnot assumed to be a treatise on general principles ofeducation. Of the five sections of the book, #4,"The Preparation of Materials in the VernacularLanguages," may be most helpful for the ESLliteracy teacher. Titles in section 4 are (15) The Ap-plication of Linguistics to the Preparation ofDidactic Materials, (16) The Challenges of PrimerMaking, (17) Culturally Adapted Education, (18)Training Native Authors in Writers' Workshops,(19) Creative Writing in Amuesha Bilingual School.

9. Salimbene, S. "Non-frontal Teaching Methodsand the Effects of Group Cooperation and StudentResponsibility in the EFL Classroom." ELT Jour-nal, 35, 1, 1/81.

This article presents an original approach tobreaking up an ESL class into groups. The logic ispresented for each main point: (1) reorganizationof classroom space to break the mold of teacherspace-student space and to form groups; (2) devel-opment of group responsibility making the groupthe authority through directed activities; (3) theteacher's role in the student-centered classroomchanges. The teacher observes, adjusts, plans, par-ticipates, and is a source.

10. "Teaching ESL to Illiterate Adults." IndochineseRefugee Education Guides, Adult Education Series#9. Washington, D.C.: Center for Applied Linguis-tics, 1981.

This guide is the only item devoted entirely toteaching English to illiterate adults. The introduc-tion clearly explains The issues involved and defines

some basic terms. The two articles are written bytwo teachers professionally involved with illiterateadults. They both teach ESL to illiterate adults,develop programs and courses, and write their ownmaterials or find out who does and use it. Both in-clude samples of their lessons and beginning meteri-als which they offer to other teachers for use intheir classrooms. The second article includes lists ofminimal competencies for each behavioral objec-tive. These task-oriented goals are practicallyoriented for functional literacy and beginning ESLclasses.

11. Thonis, E. W. Teaching Reading to Non-EnglishSpeakers. New York: Collier McMillan, 1976.

This is a thorough book. The author includestheoretical and practical discussions on students il-literate in the first language. The chapter on materi-als preparation is the most helpful.

12. Watson, C. R. J. "Classroom Discussion as a Pre-lude to Reading." ELT Journal, 35, 1, 1/81.

The introductory paragraphs to the article are ofuse to the ESL literacy teacher. The idea of preludediscussions is a sound one and the methods ofgroup discussion can be modified for low-level ESLstudents and non-literates.

13. Woodward, M. R. "A Tutorial Component in theESL Writing Course." ELT Journal, 35, 1, 1/81.

Discusses the benefits of individual tutorials of10 minutes to one hour for students struggling withwriting: the advanced students aren't bored and theslower students aren't intimidated or left behind.The article includes classroom organization forother students, individual help tailored to each stu-dent, error correction, reduced teacher time in cor-rection where not effective, and time management.

9 1319

Appendix DSources for Lao and Hmong Materials

Indochinese Community Health and Education Project3930 Utah StreetSuite JSan Diego, CA 92104

Asian Resource Center247 West 23rd PlaceChicago, IL 60616

(312) 225-4652

Indochinese Materials CenterU.S. Department of Education324 East 11 th Street9th FloorKansas City, MO 64106

(816) 374-3976

Office of Refugee ResettlementDepartment of HHSRoom 1229 Switzer Building330 C Street S.W.Washington, D.C. 20201

(202) 426-6510(800) 424-0212

Mid-America Center for Bilingual Materials Develop-ment

University of IowaN310 Oakdale CampusOakdale, IA 52319

(319) 353-5400

Lutheran Immigration and Refugee Service360 Park Avenue SouthNew York, NY 10010

(800) 223-7656

Modulearn, Inc.P.O. Box 667San Juan Capistrano, California 92693

(800) 854-3508

20

In Chicago area contact:Mr. Dick PatchinDelta Systems Co., Inc.215 North Arlington Hts. Rd.Arlington Hts., IL 60004

(312) 394-5760(800) 323-8270

Also:National Geographic SocietyPragmatics, InternationalMRCAPPLEUSGPONIC/TAC CALRRP (x-GICAA)

Bilingual Education Technical Assistance CenterTacoma Public Schools708 South G. St.Tacoma, WA 98405

(206) 593-6980

National Clearinghouse for Bilingual Education1300 Wilson Blvd, Suite B2-11Rosslyn, VA 22209

(800) 336-4560

Indochinese Resettlement OfficeDepartment of Social Services462 Michigan Plaza1200 Sixth St.Detroit, MI 48226

(313) 256-1081

Orbis Publications1105 Lantana DriveLos Angeles, CA 90042

Appendix ESources for Cambodian Materials

Asian Resource Center247 West 23rd PlaceChicago, IL 60616

(312) 225-4652

BABEL Resource Center2168 Shattuck Ave., Rm. 217Berkeley, CA 94704

(415) 549-1820

Bilingual Education Technical Assistance CenterTacoma Public Schools708 South G. ST.Tacoma, WA 98405

(206) 593-6980

Indochinese Community Health and Education Project3930 Utah StreetSuite JSan Diego, CA 92104

Indochinese Materials CenterU.S. Department of Education324 East llth Street9th FloorKansas City, MO 64106

(316) 374-3976

Khmer Research Organization6030 Belleview DriveFalls Church, VA 22041In Chicago area contact:Mr. Kompha SethAsian Human Services3745 N. Clark St.Chicago, IL 60613

(312) 871-3840

Lutheran Immigration and Refugee Service360 Park Avenue SouthNew York, NY 10010

(800) 223-7656

Modulearn, Inc.P.O. Box 667San Juan Capistrano, CA 92693

(800) 854-3508In Chicago area contact:Mr. Dick PatchinDelta Systems Co., Inc.215 North Arlington Hts. Rd.Arlington Hts., IL 60004

(312) 394-5760(800) 323-8270

National Clearing House for Bilingual Education1300 Wilson Blvd., Suite B2-11Rosslyn, VA 22209

(800) 336-4560

Oakland Public SchoolsOffice of Bilingual Education314 East 10th St.Oakland, CA 94606

Office of Refugee ResettlementDepartment pf HHSRoom 1229 - Switzer Building330 C Street S.W.Washington, D.C. 20201

(202) 426-6510(800) 424-0212

Orbis Publications1105 Lantana DriveLos Angeles, CA 90042

National Geographic SocietyMRCUSGPONIC/TAC CALRRP (x-GICAA)

9(13

21

Appendix FTeaching English

to Speakers of Other Languages(General Reference)

TitleElementary School LevelElementary Reading inEnglish

Elementary Step byStep with Pictures

Essential Idioms inEnglish

Welcome to English

Skits in English as aSecond Language

English as a SecondLanguage, from Theoryto PracticeEnglish around the WorldBeginner Book throughLevel VI (Skillsbooks,Activities Books withSupplemental Tests,Teacher's Guidebooks)

English for a ChangingWorld,Levels I-VI (ExerciseBooks, Textbooks,Teacher's Guidebooks)

Wekome to EnglishLevels 1-VI(Textbooks, Teacher'sGuidebooks)

Foundations for Readingand Writing,Levels I-VI (Workbooks)

New Ways to EnglishLevels I-III(Textbooks, Teacher'sManual, Tape)

English for InternationalCommunication(Intercom)Levels I-III(Textbooks, T:!acher'sEditions)

22

Source

Regents Publishing Com-panyTwo Park AvenueNew York, New York10016

Regents Publishing Com-pany

Regents Publishing Com-pany

Regents Publishing Com-pany

Regents Publishing Com-pany

Regents Publishing Com-pany

Scott, Foresman andCompany1900 East Lake AvenueGlenview, Illinois 60025

Scott, Foresman andCompany

English Language Services16250 Ventura BoulevardSuite 345Encino, California 91436

English Language Services

English Language Services

American Book Company135 West 50th StreetNew York, New York10020

The Magic of English(Beginning Experiencesin English as a SecondLanguage) Student's andTeacher's Edition

Learning English as aSecond Language forSecondary Schools andContinuing EducationLevel I-V, Book I-IV

Finding the Main Ideaand Supporting DetailsLevels A-C

Detecting Sequence ofEvents, Levels A-D

Critical Reading,Levels A-F

Following Directions,Levels A-F

Drawing Conclusions,1wels A-D

Use of Context Clues,Levels A-F

Jazz Chants for Children(Rhythms of AmericanEnglish through Chants,Songs, and Poems)

Jazz Chants for Children(60-min. tape to accom-pany the lok)

Secondary School/Adult

Building English Sen-tences with Be

Building English Sen-tences with One Verb

Building English Sen-tences with Two Verbs

Building English Sen-tences with Verbals

99

Harper & Row, Publishers,Inc.

10 East 53rd StreetNew York, New York10022

Oceana Publications, Inc.75 Main StreetDobbs Ferry, New York10522

Oceana Publications, Inc.

Oceana Publications, Inc.

Oceana Publications, Inc.

Oceana Publications, Inc.

Oceana Publications, Inc.

Oceana Publications, Inc.

Oxford University Press200 Madison AvenueNew York, New York10016

Oxford University Press

Levels

Institute of Modern Lan-guages, Inc.

2622 Pittman DriveSilver Spring, MD 20710

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

J9uilding English Sen-tences with Adverbs

Alternatives in BuildingEnglish Sentences

Building ComplexEnglish Sentences

Building English Sen-tences with Adjectives

Building English Sen-tences with AuxiliaryVerbs

Building English Sen-tences with Verbs andVerb Phrases

Focus on Composition

English SentenceStructure (Textbook,Workbook, and AnswerKey)

English Pattern Practices

Improving Aural Compre-hension: Teacher's Bookof Readings (Student'sWorkbook)

Listening Dictation:Understanding EnglishSentence Structure

Writing as a ThinkingProcess

Linguistics AcrossCultures (AppliedLinguistics for LanguageTeachers)

Reading in English (forstudents of English as aSecond Language)

Principles of LanguageLearning and Teaching

Speak English!(Text I)

Curricular and Supple-mentary Materials forTeaching Cambodians

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Oxford University Press

University of MichiganPress

839 Greene StreetAnn Arbor, MI 48106

University of MichiganPress

University of MichiganPress

University of MichiganPress

University of MichiganPress

University of MichiganPress

Prentice-Hall, Inc.Englewood Cliffs, NJ

07632

Prentice-Hall, Inc.

Institute of Modern Lan-guages, Inc.

Institute of Modern Lan-guages, Inc.

Everyday English forCambodians (Cambodianand English)

Cambodia: A ResourceGuide for Teachers(English)

Tips on the Care andAdjustment of Lao andCambodian Children inthe United States (Meth-ods and hints to increaseunderstanding of refugeebehavior, actions, andbackground)

Laotian Supplementary:AComparison of Laotianand American Education-al Methods and Systems(English)

A Guide for Teachingthe Lao (for Lao, Thai,Dam, Hmong)

Laotian Themes (English)(Regional Bilingual Train-ing Resource Center,Brooklyn, NY)

Understanding Your Lao-tian Students (Orientationfor Teachers)

Your Child's EmotionalHealth (Handbook)Indochinese CommunityHealth and EducationProject, San Diego, CA(Laotian)

3 ti

Indochinese Center torMaterial Developmentand Training

500 South Dwyer AvenueArlington Heights, IL

60005

Indochinese MaterialsCenter

U.S. Department of Edu-cation

324 E. 1 1 th Street9th FloorKansas City, MO 64106

Indochinese MaterialsCenter

Indochinese MaterialsCenter

Apple, Inc.P. 0. Box 1914Des Moines, IA 50306

Indochinese MaterialsCenter

Indochinese MaterialsCenter

Indochinese MaterialsCenter

23

Appendix GPermission Letters to Parents

(English, Laotian, Cambodian)

Dear Parent:

We want to help your child to learn to read in English. A special summer English program for foreign

students who need special help with reading will be offered this summer.

Dates: July 22-August 4(for students)

Time: 8:30-11:30

Place: Northwestern High School7000 Ade lphi RoadHyattsville, Maryland

We will help your child to learn English by having him/her work with a group of teachers. We will transport

the children from your neighborhood to Northwestern High School and back.

Thank you.

Permission to Participate

I want my child to participate in the special English as a Second Language (ESOL) classes at Northwestern High

School this summer. Check one box.

0 Yes [] No

His name is-

His age is:

Our address is-

Our telephone number is

Return this permission sheet to your child's ESOL teacher tomorrow.

(=-2

G ver? e,' 6)

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