DOCUMENT RESUME

ED 360 879 FL 021 471

AUTHOR Hancock, Charles R.; And Others TITLE Teaching Pre- and Semi-Literate Laotian and Cambodian Adolescents To Read: Helpful Hints.

INSTITUTION Maryland State Dept. of Education, Baltimore. Div. oc. Instruction. SPONS AGENCY Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. PUB DATE [853 NOTE 34p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MFOI/PCO2 Plus Postage. DESCRIPTORS *Adolescents; Asian Americans; *Cambodians; Classroom Techniques; Cultural Traits; *English (Second Language); Immigrants; Inservice Teacher Education; Intermediate Grades; *Laotians; *Literacy Education; Reading Instruction; Reading Skills; *Refugees; Secondary Education; Student Characteristics

ABSTRACT The handbook details techniques and approaches for teaching adolescent Laotian and Cambodian refugees, aged 10-17,to read. It evolved from a workshop for teachers of Englishas a Second Language (ESL) in which 17 such students participated. The book begins by looking at reading as a psycholinguistic guessiuggame, then proceeds to classroom diagnostic and instructionalconcerns, illustrated with experiences from the workshop. Sectionsaddrcss the following issues: methods used to diagnose reading skills; creation of a profile of refugee students participating in theworkshop, particularly with regard to reading skill strengths andareas needing strengthening; a variety of specific teaching procedures,games, and materials; the language experience approach to reading instruction; and characteristics of Laotian and Cambodian adolescents. Appended materials include background informationon the languages of Indochinese refugees; a list of supplementary materialson refugee education; an annotated bibliography on teaching ESLto illiterate teenagers; lists of sources for Lao, Hmong, and Cambodian materials; general references for teaching ESL; and sample permissionletters to parents in English, Laotian, and Cambodian. (MSE)

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BEST COPY AVAILABLE Basic Skills Branch Division of Instruction Maryland State Department of Education

Teaching Pre- and Semi-Literate Laotian and Cambodian Adolescents To Read Helpful Hints

by Charles R. Hancock William 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 Department of Education under the Transition Program for Refugee Children.

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

The staff and participants are grateful to the ESOL staff of the Prince George's County School 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's County. 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 at Northwestern 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-Barka Alice Gilbert Carol P. Chen Marjorie Kaufman Jane R. Crowell Kathy Kellner Marta 0. Dmytrenko Ina F. McKinney Ann T. Fisher Rochelle K. Pollero

II State Board of Education

Joanne T. Goldsmith President District Heights 1985

G. George Aszlki Vice 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. Hornbeck Secretary-Treasurer of the Board State Superintendent of Schools

Joseph L. Shilling Deputy State Superintendent of Schools

Richard J. Deasy Assistant State Superintendent in Instruction

Glen W. Cut lip Chief, Basic Skills Branch

Ann A. Beusch Project 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 affecting employment 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 schooling when they arrive. It is particularly difficult to work with adolescents at this stage of their development because of lack of knowledge about their background and needs. We are often limited because we do not speak the language of the student and because he/she may have limited English language skills. All of these problems are compounded when the adolescents are also either illiterate or semi-literate. This was the case with the seventeen students with whom we worked during this workshop.

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

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

CRH WED ABB Contents

PAGE ACKNOWLEDGEMENTS ii PREFACE iii

I. Purpose 1

II. Reading as a Psycho linguistic Guessing Game 1

III. Diagnosing Reading Skills 1 IV. Participant Profile A. Strengths in Reading Skill Areas 2 B. Areas Needing Strengthening 2 V. Educational Suggestions

A. General Concerns 3 B. Teaching Procedures 3 C. Teaching Techniques 3 D. Instructional Materials 6 VI. The Language Experience Approach to Teaching Reading 10 VII. Characteristics of Laotian and Cambodian Adolescents 12 APPENDICES

A. 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 Handbook areas of strength/weakness for our 17 students in each This handbook, Teaching Pre- and Semi-Literate cue system. Laotian and Cambodian Adolescents to Read: Helpful Hints, is an outgrowth of a summer workshop forIII. Diagnosing Reading Skills ESOL teachers. The experience of working with a group of ESOL adolescents provided a wealth of in-In evaluating our students' abilities prior to actual sights which the instructors and teachers wish to shareplanning, two standardized tests were used. It was felt with other interested individuals. that these tests were useful in judging the students' It is hoped that the handbook will be useful to thoseability to transfer skills learned in specific classroom who work with students whose command of the English situations to a new situation. language is limited, and who, simultaneously, have Although most of our students had been in the same junior high school ESOL class, it was immediately very limited literacyskillsin any language. The primary audience is teachers, but tutors and super-apparent that they had all developed facility in different visors may also find the contents useful. areas to varying degrees. Finally, our purpose has been to describe some of Our purpose in using the tests below was to obtain a the insights we gleaned from our experience as well asquick evaluation of their skills to have a basis on some of the following types of information: which to proceed in the limited time available, despite what we felt were some inherent weaknesses. A Theory of Reading The first test given was the Second Language Oral Some WaysofDiagnosing ESOL Students'Production EnglishTest (SLOPE). This test was Reading Strengths and Weaknesses developed by Ann Fathman and is currently in use in Teaching Techniques the Prince George's County Public Schools.' It consists Instructional Materials of approximately five pages of pictures accompanied Sources of Information on Working with ESOLby questions designed to test simple common struc- Students tures of oral English (e. g., uses of articles, present In conclusion, the authors feel that ESOL adolescentssimple tense, etc.). Although our major thrust was to exhibit many of the same traits as other adolescents,teach reading, it was felt that no meaningful reading but their main disadvantage is a lack of facility incan take place without basic vocal knowledge of the English. We sought to provide for that lack through sentence structure of the language being read. the use of an "experience" curriculum and the use of In addition, the Base Reading Test was given. This concrete, rather than abstract, lessons throughout our test consists of 49 pre-reading and reading items. course. These range from following oral directions to, for example, underlining the middle picture to taking a II. Reading as a Psycho linguistic Guessing Cloze test of approximately a third-grade level dif- Game' ficulty. The scores from these two teas were added to test At the beginning of the summer workshop, each scores given us by their teacher on a previous SLOPE teacher was asked to define "reading." The typical and BASE test in addition to their scores on the STEL response was "getting the message from the printed test, the Dade County Test and the Thumbnail Test. page." During the course of the workshop, teachers It must be restated here that all the scores were used were introduced to the concept of reading as a processto get a rough estimate of the students' knowledge and involving three cue systems: abilities. However, particularly for the older foreign graphophonic (sounds aspect) student, knowledge is often acquired in a scattered semantic (meaning aspect) manner and often changes rapidly. Also testing gives syntactic (reading in context aspect) little indication of a student's learning style or interests These three cue systems guided our choices of lessons which are of great importance in the educational setting. and materials and provided us with a categorized It was to address these last two factors that the Daily analysis of our students' areas of strengths and weak-Prescription sheets were used. The prescription forms nesses. While there was some reading out loud, forwere used to make a daily appraisal of the students' example, that was only a small part of the reading strengths and weaknesses based on our growing per- strategies which we came to use routinely. Much em-sonal knowledge of them as individuals. Based on phasis throughout the workshop was placed on havingthese a plan for the day was devised. An effort was the students read. Sensible guessing, called predicting,made to include some instruction each day in the areas was emphasized. The next section presents some of theof semantics, graphophonics and syntax discussed in

I. The reader is requested to consult Frank Smith's Psycho linguistics 2. Prince George's County Public School District is located in Prince and Reading or any of Kenneth Goodman's works for a fuller George's County, Maryland. A sample summary sheet of thc test description of this view of reading. results for the 17 participantsis included in the appendices. Section IV. Lessons were directed to stimulate the stu-words. The more advanced or semi-literate students dent's interests and provide a variety of materialswere able to accomplish this task. Almost all ofthe (books, comics, language experience stories, writtenstudents were able to distinguish common everyday work on exercise dittos and intheir workbooks,words. When simple sentences were read, many stu- filmstrips, tapes, etc.). dents were able to demonstrate their comprehension At the end of each day, notes were made on each of(i.e., run, walk, etc.) or could create a picture to these prescription sheets as to how the student reactedillustrate their comprehension. Some students were and other observations, all designed to aid in futureable to use isolated basic words correctly in sentences. planning. B. Areas Needing Strengthening Everyone concerned felt the tests were useful as long as their importance was not overrated. It was also(Graphophonic) noted that students reacted best when lessons wereStudents displayed some difficulty in stringing letters clearly planned with specific objectives in mind andtogether to form words. As noted earlier, most were accompanied by genuine personal concern andstudents could recognize the alphabet and sound-letter respect for cultural differences on the part of the correspondence. However, further practice was needed teacher. The acceptance and encouragement of thewith basic sight words since letter order for words in teacher helped to motivate students and was as muchtheir native languages, i.e., Lao, does not correspond a factor in their learning as were the plans andto the order in which the represented sounds are pro- materials used. nounced.' Therefore, emphasis on spelling in English is vital. Punctuation was another area of language IV. Participant Profile interference for this group. In their native languages there are no spaces between words, punctuation is vir- In general, the students' listening skills were found to tually non-existent, and there is no capital-small letter be deficient. A few students displayed difficulty in sound-symbol recognition. There was little difficultydistinction. with motor skills. However, visual-auditory coordina-(Syntactic) tion (using correct word order and using correct punc-When teaching reading to illiterate and semi-literate tuation) and ability to manipulate language posed the Indochinese students the focus should not be on gram- greatest problems for many of the students. A few of mar.Throughreadinginvariousstages, the students were not emotionally, psychologically, orthe illiterate or semi-literate ESOL student will learn physically ready to begin reading. or at least be able to detect grammatical structures A. Strengths in Reading Skill Areas through practice and/or habit. However, verb tenses deserve special attention since the native languages of (Graphophonic) these students have no inflected verb endings as does Information gathered from the prescription sheetsEnglish. showed that a majority of the students knew the alphabet and had some phonic knowledge of sound(Semantic) letter correspondences. In particular, approximatelySince comprehension is the major goal in reading, ef- 10 students were able to recognize initial sounds inforts should be made to contextualize new words. The words and could sound out many words that theyESOL students must always see the relationship of wrote or copied. Also, some students could matchisolated words to the whole sentence in order to derive written words with the spoken form. However, silenttheir meaning. In forming or reading new words, the consonants as in the word "frighten" posed trouble.meanings must be associated with them. Structured In a concentration game, students were able to matchreading practice will enable the student to select several words. All students had good visual perceptionsemantic cues, therefore developing prediction or when working with color and shape discrimination. guessing skills! The Cloze procedure is a very useful and effective technique to build a student's prediction (Syntactic) skills. The basic word-order structure of English (S-V-0) posed no great problems for the Cambodian or Lao ESOL students since their languages have the same structure. They were able to construct simple sentences in English and they easily acquired more detailed pat-3. Teaching English to the Lao, Teaching English to Cambodian terns of grammar. Students, The Hmong Language: Alphabet and Sounds. 4. There is a cultural bias against guessing. Many Indochinese (Semantic) students are right-answer oriented and therefore do not tend to guess, even if they are fairly certain an answer is correct. Thereis a Although many of thestudents had alimited stigma attached to guessing, especially in the presence of their vocabulary, they could match pictures with written peers, since a wrong answer tends to degrade the person.

2 V. Educational Suggestions Do Don't (continued)

A. General Concerns Give them opportunities to Consider them helpless. help around the room. Needed Pre-Reading Skills Speak to the whole class. Exclude anyone. If a communi- 1. A general awareness of the reading process: symbol- cation problem seems to persist, resort to use of the native ization. language (i.e., one of the peers 2. Semantic clues concealed in the written symbols. could convey the message). 3. Eye movement. Use peer instruction. Students Be discouraged from using a 4. Visual-motor coordination. who are more adept at English peer student because of the 5. Hearing and producing the sounds for understand-can be good models. apparent "shyness." ing. Be aware of learning disabili- Overlook the possibility of ties other than language and cul-having learning-disabled stu- 6. Awareness of writing conventions: spelling, capital-tural difficulties (hearing, sight,dents in the classroom. ization, punctuation, organization. emotional). If a hearing-disabled student is Speak while turned away from Pre-Reading Checklist present, make a strong effort to the class. Avoid repetition. speak while facing the class at A pre-reading checklist' designed by Dr. Wayne W.all times. Haverson of Adult Education at Oregon State Univer- Encourage students to seek Respond abruptly. If you are sity was completed for each student by the workshop help whenever they need it. unable to help the students at participants. The checklist is divided into nine sections: any specific time, make arrange- (1) listening skills, (2) sound-symbol recognition, (3) ments to meet them at a more convenient time. motor skills,(4) visual-auditory coordination, (5) Use grammar school, even kin- Assume they will be bored visual perception, (6) ability to manipulate language,dergarten materials once in a when using clay, construction (7) emotional readiness, (8) psychological readiness,while (refer to the clay tech- material or other lower instruc- and (9) physical readiness. Students' weaknesses in nique as an example). tional ievel materials. each category were assessed. The following observa-Teach the students appropriate Assume the students under- use of greetings. stand simple forms of greetings tions are based on our experience with the students. and their cultural connotations. In general, the workshop disclosed the following Paraphrase or ask questions to Ask whether the students under- weaknesses in the students: check the students' understand- stand or not. Their "yes" may 1. short vowel sounds, i.e., a,i, e ing. be a mere form of acknowledge- 2. long vowel sounds, i.e.,i ment. ("Yes," they heard you.) 3. initial sounds, i.e.,sh/ch, cl/cr, p/b, v/w, r/I, r, s,Be patient and wait for stu- Assume the students are not dents to answer. aware of the answerthey may f, c, th/wh need more time to process the 4. endings, i.e., verbs, t indoesn't, isn't information being given. 5. sound-letter recognition Help the students feel "at Emphasize the students' dif- We must remind ourselves that not only were these home" in the classroom. ferences. An awareness of their differences is, however, useful students illiterate or semi-literate in their own language for the teacher. and/or English, but they also lack oral skills in Secretly be sensitive to their Pick out the weak student(s). English. Since their vocabulary is very limited, their needs. reading process is consequently hampered. Use varied audio-visual aids. Assume that an audio-visual aid has the same meaning for B. Teaching Procedures everybody. Relate reading lessons to stu- Use abstract or conceptual The following observations are offered as "tips" to dents' daily lives and general examples in the Seginning. classroom teachers of Laotian and Cambodian adoles-school routines. Teach them cents: functional reading. Do Don't Use more than one method to Assume that everyone's learn- Learn to pronounce names Confine the last name with teach a particular concept dur- ing style is the same. ing a lesson. clearly, the first. Use normal conversational Use unnatural tones and inflec- Be aware of cultural differ- Confuse personality differ- English. Speak clearly and dis- tions or exaggerated ences. ences with cultural ones. tinctly. speech patterns. Use basic English patterns daily.Use figurative language, ex- C. Teaching Techniques useful in working with in- cept commonly accepted col-dividual students or with a group of students. loquialisms. Encourage, gently insist upon, Push, force students to speak if One of the major goals in reading instruction is to maximum verbal classroom they do not seem ready for it. teach ESOL students meaningful, communicative, and participation. functional use of the English language. The following ten techniques, which are geared toward this goal, 5. See Appendix H for a copy of Dr. Haverson's Pre-Readingwere employed and found effective in the literacy Checklist. workshop, summer 1981.

1 0 3 I. The Cloze Technique Optional Steps: 6. The student chooses a second picture pertaining Materials: Overhead projector, transparency to the topic. Preparation: Before class the teacher must: 7. The teacher writes "and" on a strip. a.) choose some sentences from a story previously 8. The student inserts the two new strips into the introduced to the students, i.e., "Caps for Sale," original sentence. etc. For elaboration on the strip story technique, refer b.) write the sentences on a transparency, and to Robert Gibson, TESOL Quarterly, Vol. 9, No. c.) cover every word (usually 7th or 9th) with a 2, June 1975. piece of black masking tape. 4. Clay Technique Procedures: Materials: A selection of colored clay, overhead 1. The teacher reviews the story orally. projector, transparencies, magic markers. 2. The teacher reads aloud the first few sentences written on a transparency. Procedures: 3. The students read each sentence silently, filling in 1. The teacher distributes the clay. Each student the missing word. Students are encouraged to guess. should have different colored clay pieces. 4. The teacher reads the completed sentence aloud. 2. Students divide the clay into long thinstrips 5. Students repeat the sentence, imitating the intona- ("worm" shapes). tion pattern. 3. The teacher reviews colors. 6. Steps 4-6 are repeated until the passage is com- 4. Following the teacher's directions, students make pleted. letters out of clay strips. 5. The teacher shows some sentences previously 2. The Stripboard Technique written on the top section of a transparency. Materials: Six-ten prepared sentence strips, and 6. The students read the sentences. 7. The teacher now writes the same sentences over stripboard. again, this time deleting a word from each sentence. Preparation: Choose a familiar situation or context 8. The teacher asks the students to name the miss- before class. Make a list of phrases or sentences ing word. pertaining to this context. Write down each phrase 9. The students fill in the missing word by shaping on individual sentence-strips, i.e., Time: Days of the word with the colored clay strip indicated by the the week, months, etc. teacher. Procedures: 10. A student will read the completed sentence. 1. The teacher distributes the days of the week Steps 8-10 are repeated until all the sentences are sentence-strips. completed. 2. Students read their sentence-strips silently. 11. The students read the sentences silently. 3. Using time sequence, individual students place 5. Bingo Vocabulary/Sequence Technique their strips on the stripboard. 4. The other students can read the placed strips. This technique is to be used in conjunction with a 5. Students write down the phrases in their note- story previously introduced to the students (e.g., books. Students must be given time to practice their "Caps for Sale") in order to help them with the writing skills. vocabulary and reinforce their reading skills. Materials: One master gameboard, a set of word- 3. Modified Strip Story Technique cards, 30-40 individual game-cards, and 200 chips Materials: Long strips of paper,magic markers, (optional: one die). scissors, and magazines. Preparation: Before class, the teacher prepares the Preparation: Students select a picture from a game-cards, making sure that each game-card con- magazine pertaining to a topic of their choice (e.g., tains at least one sentence. In class, each player nouns: food item). selects a Bingo game-card. Each player will have ten markers. The leader has the master gameboard Procedures: and the set of word-cards in front of him. 1. The teacher records the student's sentence on a long strip of paper. Option I (Vocabulary) Option 2 (Sequence) 2. The student reads the sentence. The object of the gameThe object of the game 3. The teacher cuts off each word and mixes the is to be the first playeris to be the first player strips . to get five words in a to get a complete sen- 4. The student "unscrambles" the words, putting row, either vertically, tence in a row either them in the proper sequence. horizontally, or diagon-vertically, horizontally, S. The student reads the sentence. ally. or diagonally.

4 Procedures: Procedures: 1. The leader mixes the word-cards. He calls out the Student turns spinner in the center of the game and word appearing on each word-card. Any player who must produce the required answer within some has the called word on his board places a chip ow.it established time limit. Students with the most points wins. in order to mark it. All players can mark the center Add variety: Make outer circle of bristol board and slot on their boards since it is Free. 2. The first player to have a complete row of five invent several more of your own. Interchange them as students become proficient. words (Option 1) or a complete sentence (Option 2), either horizontally, vertically, or diagonally, is the8. "Box" Technique winner and shouts,"BINGO!" 3. In the case of a tie: (a) both players can be declared Materials: A medium-sized box; a hand puppet; a "winners," or (b) both players throw the die and the ball;signs with words previously printed, or one with the highest number is declared the winner. overhead projector and transparency. Procedures: 6. Graphophonic Technique 1. The teacher manipulates the hand puppet to il- Materials: Bulletin board, 26 small letter-cards, lustrate prepositions such as over, under, above, word-strips, thumbtacks. etc. Preparation: (a) write a letter of the alphabet on 2. The students tell the teacher the location of the each card; (b) write a word on each strip, leaving puppet. out the first letter; and (c) place all the cards around 3. The teacher asks a student to demonstrate a the edges of the bulletin board. preposition. 4. The student demonstrator asks the other students A Z Y X W V U T the location of the puppet. He then holds up the sign with the right preposition. Variation: instead of a puppet, use a ball. Also signs can be substituted by a transparency. 9. FilmstripTechnique(Ed-TechServiceCo., Chatham, NJ) 0 Materials: Layout sheet, film, markers. GHIJK L MN Procedures: Procedures: I. When making a filmstrip, lea: ,7 about five blank 1. The teacher puts up a word-strip on the bulletin frames ahead of your work as "leader" film for board and asks for volunteers to fill in the missing threading into the machine. When positioning the letters. film, be sure that the sprocket holes along each side 2. The volunteer student(s) will choose one of the of the film line up with the holes on the layout strip. letter-cards. Anchor the film by pressing against taped holes at Example: Possible answers to the above example: the top and bottom of each strip. 2. Place film over this sample strip as explained in HP R SCMF B (1) above and trace pictures onto the film. 3. Repeat with other word-strips. Place Scotch Tape behir1 ,-! koles so that sticky side 7. Grammar Wheel TechniqueA Game shows through to hold and position film. Materials: Circular drawing 40 cm. diameter, sec- tioned as below; spinner in center (paper fastener)

BEST gfiPV Hig1LARLE 5 3. Use simple figures and line drawings. Use a pen- cil so that corrections and changes can easily be t.f..476- Five et-ANK made. When completed, you might even lay film FRA mes over drawings and trace. Log LEAD6R Filmstrips can be used to introduce orreinforce reading lessons. 10. Modified LEA Technique (See sectionVI, page 10, for a description of the LanguageExperience Ap- proach.) Materials: A large piece of cardboard and a magic marker. Freparation: Write the following questions on the cardboard:

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 student responds 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 reinforce PRACTiCE word recognition. 4. The teacher asks the student if he wants to make Lotyouf any changes. srie 5. Changes are made only with the student's ap- proval.

D. Instructional Materials: Commercial andTeacher- made Materials An integral part of teaching reading to thestudents in this workshop was the use of instructional materialsin daily lessons for both large and small groups.Com- mercially-available products, such as plastic color chips, picture flashcards, puppets, paper dolls,model- ling clay, and a workbook supplemented a bulkof materials which were designed and produced by the teachers during and for this workshop. While all of the commercially-available materials were useful, the workbook,The Magic of English, was of particular value. For the duration of the workshop, eachESOL student received a copy of the workbook. Inaddition to utilizing this aid during individualinstructional periods, teachers assigned students work to be com- pleted at home. The focus of the workbook assignments was to reinforce the conceptsof colors, possessives, and food which was demonstrative of U.S. culture.The skills focused on reading and writing.

*--) 6 - While the workshop contained many useful exercises, Activity Cards are constructed with index cards of the workshop directors were selective in choosingvarious colors; preferably5" x 8 " size. One may use those which would be completed to meet the objectivesboth sides of one or more cards for each activity. The of this project. Therefore, in class, the ESOL studentscard(s) should deal with one concept (phonological, were required to complete only the exercises on pagesmorphological, syntactic, or cultural) only. The card 20-21, 44-47, 72-75,and94-95.Exercises on pages should contain the purpose followed by the activity(ies) 100-102 were utilized to evaluate the students' readingrequired to master the objective, and the evaluation skills. procedure and/or criteria. In addition, the card should It was noteworthy that pages52and53of the work-be constructed in such a manner so that it is attractive book were utilized for the students' first languageto the user. Activity Cards may be decorated with experience stories. They were asked to insert on pagepictures, words (press-on type), drawings, and other 52the photographs of themselves which were takendecorative techniques. If more than one card is used during the soccer and/or jump-rope activities. Thefor a cdncept, all cards should be stored together in a students subsequently generated individual accountsbrown envelope. It is strongly recommended that the (with the help of the workshop participants) of theircard(s) be laminated in order to prevent wear. actual experiences on the playground. On page53,teachers inserted a picture of the stu- dent which was taken while working in his individual groups. Again, the ESOL students were asked to Thin generate their own impressions of the small group activity. Students appeared to enjoy talking about their experiences and were motivated to write about them. with Of course, the value of this entire language experience exercise was to practice in their reading what they had Te eth written. Teacher-prepared materials included phonics cards, picture or word flashcards, sentence strips, overhead transparencies, pictures for a feltboard, filmstrips, Task Folders are constructed with file folders. Like slides, word bingo games (words only and words and the Activity Cards the folder should: (I) deal with one related pictures), language-master cards, cartoons andconcept;(2)be attractively adorned with pictures, draw- picture cards for the sequencing of events, and aings, letters, color, etc. The inside of the cover should bulletin board display for new words. contain the purpose of the specific folder, activities to It appeared that the students enjoyed and readilybe completed by the student, and the evaluation proce- participated in activities in which they were activelydures. involved, such as handling puppets, making clay letters, A Task Folder is generally more detailed than an placing color chips in a sequence, playing word bingoActivity Card. Therefore, it will contain more informa- with markers and placing word cards, picture cardstion (activities) than an Activity Card. A folder may and sentence strips on a feltboard or slot board. Also,also include a filmstrip, an audiotape, one or more they were attentive to almost anything projected onoverhead trasparencies, one or more Activity Cards, the screen, particularly to colorfully illustrated film-instructions directing the user to see the teacher, to go strips and slides. The students responded well toto the library, etc. Again, like the Activity Card, the overhead transparencies from which they followed directions; identified letters; read words, sentences, and paragraphs; played word-picture bingo; and sang songs. In addition to the instructional materials described above, participants were asked to develop sets of Activ- ity Cards and Task Folders which could be used with individual students who have specific learning problems or needs. These materials are available to Maryland teachers on a loan basis through the Maryland State Department of Education. The following is an explana- tion of the purpose and formation of Activity Cards and Task Folders. A brief description of each of these teacher-made materials is also included.

4 7 folder should be laminated and may be stored in a file Side one contains pictures which show the use of cabinet. prepositions in and on. As we noted earlier, Activity Cards and TaskFold- Side two contains five fill-in-the-blank ques- ers were developed inconjunction with this workshop. tions on pictures concerning in and on. Following are the titles and a brief description of each 8. Money (U.S. Coins) (Designed for Secondary Activity Card and Task Folder which was developed. School students who are able to "sound out" Activity Cards some words): Side one has photos of U.S. coins (quarter, dime, 1. Possessives (5th Grade, 2nd Grade Reading nickel, penny) and their value. Level): Side two has three sets of questions on a group The student is asked to convert sentences conveying of coins. The students are to identify the coins and ownership with the word has to sentences using -'s. know the value of each one. Subsequently, a short paragraph utilizing -'s is read and questions are posed to test the student's 9. Silly Letters, Crazy Letters (Designed for early comprehension. beginner students in ESOL): Students are asked to identify a variety of printed 2. Let's Make Popcorn (High School, 2nd and 3rd letterscapitals and lower caseand then to find Grade Level): other letters in magazines (A, G, F only). This is an enrichment activity for following direc- tions. By following the directions on the card, the10. A New Day (Designed for students with a basic student(s) will pop corn with an electric popper. knowledge of vocabulary and simple sentences): Instructions on the back of the card can be copied This card consists of simple sentences on morning to enable the students to pop corn on their stoves routine and is aimed at developing sequence and at home. sentence structure when a story is written with "I" instead of "he" and with a few verb changes. 3. Fill-ins (4th Grade, 2nd Grade Reading Level): Compound Words (Designed for students with a The student is asked to choose the appropriate I 1 I. word to complete the sentences. The student must basic small word vocabulary): pick from choices which differ by one sound. This card contains pictures and fill-in-the-missing- word sentences to create compound word vocab- 4. Rhymes (5th Grade, 2nd and 3rd Grade Reading ulary from easier words; example: pan/cake. Level): The student is asked to find the rhyming words12. Where Is It? (Designed for students who have a from amcng a group of words and then to com- little knowledge of prepositions and perhaps plete poems by choosing words from -at, -ouse, crossword techniques): and -irt word families. This card consists of a picture, missing-word sen- tences, and a crossword puzzle to reinforce the forSecondarySchool 5. Calendar(Designed meaning of prepositions in, on, under, and above. students who have some knowledge of calendars and are able to read "How" and "What" ques-13. Small, Smaller, Smallest (Designed for beginning tions): ESOL students): Side one consists of a sample calendar (month of This card teaches the concepts and words: small, June '81) with dates marked by a picture of smaller, smallest. It contains a series of pictures of animals and simple instructions on the structure objects in which students are asked to circle the of a calendar. smaller, or smallest, object. Side two consists of a drawing which shows the 14. Snack Time (Designed for students who know the concept of yesterday, last night, today, tonight, alphabet as well as the words before, after, first, and tomorrow, and ten questions on calendar and second): information. This card has pictures and names of snacks that 6. Time (Designed for Secondary School students the students (and teachers) enjoyed during the who have time concepts in their native language workshop. On the back of the card is the alphabet and are able to read time structure phrases): and some practice questions about the sequence of Side one has pictures of a clock which shows the thealphabet.Studentsareaskedtoalpha- time, and model sentences. betize the names of the snacks on the front of the Side two has seven pictures of a clock, each card. indicating a different time. Students are asked to 15School Words Crossword Puzzle (Designed for express the time in writing. students with good sight word vocabulary): 7 . In & On (Designed for Secondary School students The card reinforces knowledge of definitions of who have some knowledge of prepositions): words commonly associated with school. The card

8 teaches the meaning of opposite and gives ex- This card presents the compa- son of "long" amples. It then includes a crossword puzzle with through a series of pictures of animals, birds, and several clues asking for "the opposite of .. ." people. It contains a true/false exercise to test comprehension. 16. The Fox and the Grapes (Designed for students who need help in predicting and confirming): 23. How Do You Spend Your Time? (Designed for This card is intended to give practice in reading students who are just beginning creative writing, for meaning, making inferences, and drawing and putting their thoughts in sentence form): conclusions. It directs the students to get a copy of This activity consists of a series of pictures which Aesop's Fables from the teacher. After reading show activities one might do in his/her free time. "The Fox and the Grapes," students are asked to There is a caption for each picture. Students are answer the questions on the back of the card. As asked to write five sentences: three sentences on an extra activity, students are directed to read recreation that they make up and two sentences "The Crow and the Fox." They are asked to para- from the picture card. phrase it, and record their version on an audio- 24. Alphabet (Designedforhearing-impaired cassette tape for the teacher. students): 17 .Understanding Words for Positions (Designed for Each of the four activity cards is designed to teach beginning students who know the alphabet): the letters of the alphabet; how to say, recognize, This card teaches the prepositions in, on, under, and write them. The cards should be used with the next to, and above. It contains illustrations to aid teacher's guidance. student comprehension of the words. The student asked to read sentences about the illustrations25. Learning Fun with Letters and Shapes (Designed and determineifthe sentence appropriately for illiterate and semi-literate ESOL students at a describes the illustrated positions. beginning level): This card is to aid ESOL students in developing 18. Possession Using -'s (Designed for the student visual perception, fine motor skills, word recog- who is able to read in order to answer information nition, a sense of dire;:tion, and ability to place the questions and who is familiar with writing pat- words in a meaningful context. The card includes: terned responses): (a) two exercises on matching shapes with related This card has pictures of people (and a dog) who ords, (b) riddles, (c) an activity asking students possess specific objects. The student is asked to to draw shapes, and (d) following direction exer- provide patterned responses to "Whose is it?" by responding: "It's. the boy's coat." cise. 26. The Alphabet Clock and "Sharp Eyes and Ears" 19. Things That Move (Designedfor beginning (Designed in conjunction with the lessons in the students who know the alphabet): Phonetic Task Folder): This card presents vocabulary by means of pictures The activities include recognition of the letters of and accompanying words. The student is asked to the alphabet, discrimination of medial sounds and match the picture with the word. A sentence com- using the words in context. pletion activity is included for a student who is more advanced. Task Folders 20. Shapes (Designed for the student who knows the 1. Count-Non-Count Nouns (5th Grade, 2nd Grade letters of the alphabet, numbers from 1 to 20, and Reading Level): is familiar with the words shape, count, how many, find, and red): The student is asked to sort 18 ca:cls with pictures This card teaches basic shapes (circle, square, of foods and other objects into two piles represent- triangle, rectangle) via pictures and words. The ing two categories. They are then asked to con- student is asked to look at a "Shape Man" and struct sentences and questions with some of these count the shapesthe circles, squares, etc. words following a model. 21. Compound Words (Designedforbeginning 2. Describe a Person (5th Grade, 2nd Grade Reading readers who are ready for compound words): Level): This activity shows how short words are put A picture and a short paragraph are given to together to form a compound word. Pictures and illustrate the use of adjectives in a description. objects are matched. There is an activity in which Note is made of the word order. Subsequently, the students are directed to make new compound descriptive sentences are given in a jumbled form words with the help of pictures. for unscrambling. The student is then asked to choose a picture and write a description of it. 22. Comparisons (Designed for beginning ESOL students who are learning to compare): 3. Colors (Designed for students of age 10 and up): This folder consists of four activity cards with

0 G levels marked by red cfrts. Two coloring dittos mote visual discrimination of was and saw and the master are also included. through the use of context clues. 4. Who Will Answer the Phone? (Designed for 11. All Money-Saving Tips/Food (Designed to assist students who have a basic vocabulary level and ESOL students*): ability to write simple sentences): The folder contains vocabulary exercises and The folder consists of a transparency, dittos, and mathematical problems which deal with: (1) cor- "lead" questions to aid in the development of rect change, multiplication problems; (2) buying sentences for creating a story. grocer}, items; (3) plan your shopping; (4) compar- ing prices; (5) saving at sales; (6) figuring total 5. Consonant Capers (Designed for students who costs; (7) total change; and (8) calendar. Materials have some knowledge of beginning sounds and which are included are: (a) ditto sheets; (b) trans- many consonants): parencies; and (c) tape. This folder consists of letter and word cards. It also has a tape with lists of words that match pic-VI. The Language Experience Approach to tures for developing beginning consonant soundsTeaching Reading and building vocabulary. The Language Experience Approach isa highly 6. Read Signs(Intendedforbeginninglevelmotivational method of teaching reading that uses the students): students' own words as reading material and demon- This task folder on common road signs includes astrates to them that their oral language can be written filmstrip, tape, and two worksheets. Its purpose isdown. The basic idea behind the approach is that to demonstrate that symbols convey meaning. Itstudents are more inclined to read words they have teaches the basic sight words included on the signs,generated themselves. Such an activity is more mean- and encourages students to use pictures as clues toingful to the students than reading workbooks or ..redict meaning. (See sample Road Signs on pageprimer excercises only. The approach can be, and in 30.) this workshop was, successfully integrated into a program using a variety of methods and materials. 7 . Comparisons: -er and -est (Intended for the The first necessary ingredient of the Language student who knows the alphabet, basic sentence Experience Approach is the sharing of a common structure, and enough vocabulary to followwritten experience. It can be a field trip, a film, or some directions): common effort. In this workshop, some of the This task folder on comparisons using -er andstudents and teachers played a soccei game. Others -est includes four learning activity cards and a setjumped rope, while one student chose to try his hand of small cards for playing concentration. at typing for the first time. 8. Soccer Is Our Game (For all students interested in After the experience, students returned to the class- soccer, who have familiarity with soccer terms): room, grouped according to the activity in which they This folder contains a basic reading selectionparticipated. Teachers prompted each group to talk "Soccer Is Our Game" and word identification about the experience and "make up a story" about it. games which include two "fill-in-the-blanks" and The next step is to have students dictate sentences to one "unscramble-the-name-of-the-positions." It the teacher, who copies the student's exact words on also includes a map of the field and bingo forthe blackboard, overhead projector, or preferably on three players. a large piece of posterboard in front of the class. During this workshop, much prompting and encouragement 9. Teacher-Guided Packet to Aid Hearing-Impairedwere neeeded to get the students started. Once they Children in Reading (Designed to be a preparationbegan, however, we noticed that previously quiet for reading): students were speaking out confidently. The purpose of this task folder is to teach the very After each new sentence is dictated, students are basics of recognizing the letters of the alphabet told to read silently from the beginning of the story to and their sounds. It must be teacher-guided and is reinforce word recognition. When the story is com- not meant to lie used by individual students alone.pleted, it is read aloud by the teacher exactly as it was Some knowledge of dealing with hearing-impaireddictated. The teacher then asks the class if it wishes to children prior to using this folder would be helpful make any changes. If anyone suggests a change, the to the teacher. person who originally contributed the sentence to the 10. Phonics Is Fun for Everyone (Designed for illit-story must be consulted either to approve or reject the erate ESOL pupils just beginning to distinguish sounds): This unit includes: (a) 4 sets of language master The level of the students is not specified. The teacher should determine if the activities are suitable to the student's age, interests cards with corresponding transparencies and ditto and needs. Beginning ESOL students may need some help with the sheets; (b) ditto sheets which are intended to pro- instructions, but they should be able to do the work.

10 1.7 suggested change. In this way, students feel that theC. Typing and I Write a,s story really belongs to them, i.e., they have controlI type lad and fall. R, r, and K, j. I like to type. You over the language used. write with a typewriter. It's hard. It's okay. Use an When the story is finalized, it is read aloud oneold typewriter. You cannot clean. Mrs. Pollero teach more time. The teacher later makes necessary gram-me how to learn typewriter. First time I don't know matical changes, types the story on a ditto, andbut Mrs. Pollero tell me a little bit. I'd like to learn distributes copies of the story to the students the nextmore. I need to learn until to I can type very well. day in class. The teacher reads the story aloud first, then the class is instructed to read aloud with theD. teacher. Finally, individuals can be called on to readViengkorn's brother he played soccer he fall when the story while the class follows silently. kicking the ball. A lot of blood came out. He went to To ensure mastery of the words in the story, a dozethe hospital. procedure can be followed, leaving out every nth word E. in the story and having students fill in the missingWe are reading. We are seeing pictures. We are talk. words. The procedure can either take the form of aWe are smile. We are funny. We are open the folder. test or a worksheet in which students have access toWe are sitting in the seat. We are students. We are the original story and "find" the missing words. teacher in the school. We are learn English. We are in Students keep copies of their stories, and the teacherhere the blackboard. We are ABCD. We want to can file copies in the classroom for use in the future aslearn. a review. Although the stories were difficult to extract initially,Group Language Experience Stories the Language Experience Approach was well-received by the students in this workshop. They read eachA. Jumping Rope group's story with interestand requested future ses-Today six people jumped rope. Everybody jumped sions of soccer and jump rope! Pictures taken of the rope well. Boualong was the best. We jumped rope students during these activities prompted other in-outside. They played soccer outside. It was fun. dividual stories. The group and individual stories are B. Jumping Rope included here. Today six people jumped rope. Everybody jumped Time constraints did not allow us to use therope __. Boualong was the We jumped rope Language Experience Approach to the full extent that They played soccer It was fun. we would have liked, but our observations lead us to conclude it is a very worthwhile method of teachingC. Soccer reading, and we highly recommend it to others.6 Today we played soccer. The green team won. Kam and Kanh Ha were the leaders. The green team made Exam ples of Language Experience stories generated4 points. Amkha and Kira were the leaders of the by the students in the Summer Literacy Workshop-blue team. The blue team made 1 point. Playing soc- 1981: cer makes you hot and thirsty. 12 people said they like to play soccer. Twelve people said they want to A. Soccer play soccer again. Mr. Hancock said okay. Today we played soccer. Green team won. Kam and D. Soccer Khanha were leaders. Amkha and Kira were leaders of Today we played soccer. The green team won. Kam the blue team. The blue team one point. The green Kanh Ha were the leaders. The team made team-4 points. Playing soccer makes you hot, and 4 points. Amkha Kira were the leaders of the thirsty. Twelve people like to play soccer. Twelve blue team. The blue team mane 1 Playing soc- people want to play soccer again. cer makes you hot ____ thirsty. 12 people said they B. Jumping Rope to play soccer. Twelve people_____they want to play soccer again. Mr. Hancock said okay. I jump rope. Six people jump rope. I jump rope with everybody. I jump rope alone. Everybody jump rope good. Boualong is the best. I don't know. I jump ropeIndividual Student Language Experience outside. They play soccer. They play soccer outside. Stories Mr. Hancock play soccer. A. Typing and Writing A, S I typedlad and fall, R-r,andK, J.I like to type. You write with a typewriter. It's hard. It's okay. Use an old 6. For additional information, please refer to Mary A. Hall,typewriter. You cannot clean... Mrs. Pollero taught Teaching Reading as a Language Experience. me how to learn to type. The first time, I did not know

3 11 how, but Mrs. Pollero told me a little bit. I'd like to2. The abrupt changes in their lives, and the added learn more. I need to learn until I can type very well. responsibilities of living and coping in the U.S., combine to force them to act as adults. Yet it is B. Typing and Writing A, S important for teachers to recognize that they are I typed lad and fall, R-r, and K, J. I like to type. You still subject to universal pressures of adolescents. _with a typewriter. It's hard._okay. Use an3. In the beginning they are usuallypolite and old typewriter, cannot clean ... Mrs.Pollero cooperative; however, they remain distant. As time taught how to learn to type._first time, I did passes, their trust level increases to the point of a little bit. not how, but Mrs. Pollero told affection. I'd like learn more. I need to until I can4. In their effort to become acculturated, they seek type very _ acceptance by modeling clothing choices, colloquial- isms, body movements, etc. This sometimes creates VII. Characteristics of Laotian and Cambo- problems at home where the adults tend to be more dian Adolescents conservative and, consequently, desire to adhere to The impact on characteristics and behavior resulting their native cultural heritage. from the experiences undergone by Laotian and Cam-5. Under the diversity of pressures from their own bodian adolescents cannot be fully realized. Educators, ethnic peer group which is often dominated by the ESOL specialists, and all those working with these cultural and the traditional home values, these young people can only guess and, consequently, em- young people are constantly searching for their pathize with them. identity. The following is a list of adolescent characteristics6. The values and customs of the new environment and behaviors demonstrated by the participants in the encourage the adolescents to experiment, sometimes Literacy Workshop 1981:' exhibiting erratic behaviors. 1. Physically these students have the typical adolescent characteristics:rapid growth and development, 7. For further information, please consult The Hmong Language: feeling awkward and uneasy with their own bodies. Sentences, Phrases and Words,General Information Series #15.

13 12 Appendix A Porter Reed Languages of Indochinese Refugees Bilingual Education Section Illinois State Board of Education

A. General Background Information Laos: Population: 3,794,000 Area: 91,429 sq. mi. Government: Communist Religion: Buddhism, also Animism and Christianity People: 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: Communist Religion: Buddhism People: Cambodian (Khmer); also Chinese, Vietnam- ese and several hill peoples Language: Cambodian (Khmer); also French, Chinese, Vietnamese and hill peoples Vietnam: Population: 54,918,000 Area: 128,402 sq. mi. Government: Communist Religion: Buddhism; also Catholicism, Confucianism, Taoism and Cao Daism People: Vietnamese; also Chinese, Cambodian and 6,4A.05 numerous mountain peoples (montagnards), e.g., 5ifolt Nung and Tho Language: Vietnamese; also French, Chinese, Cambo- dian and mountain peoples

AUSTROASIATIC Viet: Vietnamese. Mon-Khmer: Khmer (Cambodian), B. Language T'in 1. Linguistic Diversity TAI Tai: Lao, Black Thai (Thai Dam), Nung, Tho, Lu Indochina is perhaps the most linguistically diverse region in the world. An astonishing number of distinct- SINO-TIBETAN ly different languages are spoken by the peoples of thisMeo-Yao: Hmong (Meo, Miao), Mien (Yao, Man); area. It is not uncommon for an inhabitant of IndochinaSinitic: Chinese (Mandarin or Kuo Yu, Cantonese, to speak not only his own mother-tongue, but also the Teochiu, Hokkien, Hainanese, Hakka) national language, if different from his native tongue, and French or, more recently, English as well. It is most 2. Demographic Background difficult for primarily monolingual Americans to im-In the following chart note (I) the influence of both agine such linguistic complexity. The following chartChina and India on different regions of Indochina and classifies the main languages spoken by Indochinese(2) the large populations of Hmong and Lao in China refugees in the U.S. under three principal linguisticand Thailand, respectively. Although various dialects families: and 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.

20 13 transliterate a name, e.g., Somsy, Somsi or Somsee. Population of The important point to remember here is that the pro- Language Evolution native speakers Dialects nunciation of a name in the native language must take Chinese (Viet-Indigenous to 2,000,000 (Viet- Mandarin precedence over the way it is written in Roman script. nam) China nam) (Kuo Yu), Cantonese Teochiu Hokkien 4. Naming Systems and Forms of Address Hainanese Hakka The naming systems employed by the various peoples Cambodian Influenced by 7,700,000 Many regional of Indochina are confusing for most Americans. The Pali-Sanskrit subdialects following charts should help you determine (1) which (India) is the given name and which is the family name and (2) Hmong (Laos)Influenced by 350,000 (Laos)Blue/Green given the name, what is the ethnic background. Chinese 3,900,000 Hmong and (China) White Hmong In comparing the charts directly above and below, it subdialects becomes evident that only the Lao language is similar Lao Influenced by 1,600,000 Many regional to English in that the given name precedes the family Pali-Sanskrit (Laos) subdialects, name. In the four other Indochinese languageslisted, (India) 9,000,000 e.g., Luang (Thailand) Prabang, the family name comes first. However, it should be Vientiane, noted that many Indochinese arrive in the U.S. with Pakse, etc. their names already "Westernized." It is best to ask Vietnamese Influenced by 48,000,000 Northern, the refugee himself for clarification of given and family Chinese Central and Southern names. subdialects NAME ORDER 3. Script Honorary or The five languages represented below are all mutually Language DiminutiveFamily Middle Given unintelligible. With the exception of Cambodian, all Cambodian Pok Borin of these languages are tonal. This means, for example, Chinese Lam Bao Minh that ma pronounced with six different pitch levels may Hmong Tou Yang Geu have six different meanings. Lao Thamma- Sompho- The Vietnamese language uses Roman script; there- vongsa ne fore, Vietnamese names do not have to be transliterated Vietnamese Nguyen Van Giao into English. Since the 1950's, the Hmong language has also been written in Roman Script using a system Sometimes Hmong children are called by their given devised by missionaries, called the Romanized Popularname preceded by a diminutive, such as Tou for boys Alphabet (RPA). But Hmong names written in theand Mai for girls. Geu then becomes Tou Geu (see RPA, e.g., Yaj Tub Ntxawg, are nearly impossible tochart above) and Doua becomes Mai Doua. decipher for Americans. To avoid confusion, Hmong It is also customary in the Hmong culture for a man, refugees transliterate their names into English as doupon starting a family, to be given an honorary name the Chinese, Cambodians and Lao, whose languagessuch as Boua. From then on he is known as Boua plus do not use Roman script (see chart below). his given name, e.g., Ge becomes Boua Ge. Attempting to pronounce Indochinese names, even The middle names Van and Thi indicate male and when they are written in Roman script, can prove trying female, respectively, in the Vietnamese language. for many Americans because the symbol-sound cor- Cambodian, Chinese, Hmong and Vietnamese respondence is different from that of English. Vanwomen customarily continue to use their maiden Poa sounds more like Va Paw and Vo My Dung isnames after marriage. pronounced Vaw Me Zoong. It is not surprising, then, In Indochinese languages, excluding Chinese, a title that in many cases there may be more than one way tosuch as Mr. is used with the given name, not, as in the American custom, with the family name. For example, Cambodians would call Pok Bonin Mr. Bonin, while NATIVE SCRIPT Americans would refer to him as Mr. Pok (see chart Name in native above). Language alphabet Transliteration When addressing another person, most Indochinese Cambodian tila4114 Pok Bofin use terms such as older brother or sister, younger Chinese (Vietnam) lg. Lam Bao Minh brother or sister, aunt, uncle, grandmother, grand- Hmong (Laos) Yaj Tub Ntxawg Yang Tou Geu father, etc., rather than given names. Kinship terms Lao $2.47911 toPi)z9Somphone Thamma- are used even to address a stranger. Often a kinship vongsa term will precede the person's abbreviated given name, Vietnamese Nguyen . an Giao Nguyen Van Giao e.g., Bounphet would be called Ai Phet (olderbrother

14 2.11 Phet) by his younger siblings,.relitives, friends and cur in final position. Even when p, 1 and k do oc- acquaintances alike. cur in final position, they are often unaspirated Cambodian, Chinese and La, people have a greater and, therefore, barely audible to the American variety of family names than dthe Hmong and Viet- ear. Excepting the ng sound, the Hmong language namese. Most Hmong and Vietnamese refugees will has no consonant sounds occuring in final posi- have one of the family names listed in the following tion. chart. The family names Yang, Xiong, and Vang com- 2. Consonant cluster (blend) sounds do not occur in prise a majority of the Hmong. As many as 45% of final position; e.g., in words such as act, church, the Vietnamese have the family name Nguyen; Tran third, wealth, fist, six. and Le are also very common. 3. Verbs do not change form; e.g., eat, eats, ate, eaten, eating. COMMON NAMES (GIVEN IN NATIVE NAME ORDER) 4. No articles occur: e.g., a, an, and the. 5. Plural endings on nouns do not occur; e.g., two Cambodian Chinese Hmong Pok Bonin Lam Bao Minh Yang Tou Geu persons. Chan Sok Vuong Chi Cuong Xiong Mai Doua 6. Possessive endings do not occur; e.g., John's Tep Nary Ly Hong Phat Thao Boua Ge book. Pen Saman Quach Chau Vang Chue Sorn Nouan Luu Binh Heu Kou 7. No prefixes or suffixes occur; e.g., unfold or hap- Prom Sok Trieu Mon Trang Lee Dia piness. Khim Rumduol Luong Quay Vue Mao 8. No infinitives occur; e.g., to hear. Chhom Phon Le Phuoc Tiep Moua Pa Chea Koun To Long Than Lo Chou 9. No distinction is made between subjective, objec- Kern Chum Ho Thich Chang Bee tive, and possessive pronouns; e.g., I, me and my. Sam Serei Chau Huy Fang Blia The same word is used for all three cases; e.g., I Kong Kea Hua Buu Muoi Kong Nhia Samreth Pech Trach Thien Phang Ka Ying go, They like I, and Book of I. Men Bora Ma Xao Kue Neng 10. Word order may be different; modifiers and classi- Chhim Mara Giang Han Hang You fiers may follow the words they modify; e.g., I Lao Vietnamese have bread white three loaves; or I have three Somphone Thammavongsa Nguyen Van Giao Khamsing Chanthalangsy Tran Thi Xuan loaves bread white. Bounphet Sengsopha Le Kim Anh 11. Predicate adjectives do not require the use of the Thongsavanh Mahaxay Huynh Thi Tuyet Nga verb to be; e.g., "The house is beautiful" trans- Phonekco Phouthavong Truong Quang Hung Chanhkham Luangaphay Vo My Dung lates as house beautiful. Bouabane Sivongsa Pham Duc Kien 12. No subject-auxiliary word inversion occurs in Sengchanh Keomanyvong Dang Thi Huong negative statements; e.g., "Bill does not know" Vanthong Phansavath Ngo Trung Hieu Sysouvanh Xayarath Do Ngoc Lam translates as Bill not know. Phoxay Vansirivong 3ng Thien Tam 13. Negative interrogative statements are confusing; Somsanouk Xaykosy Phan Thi Thanh Minh e.g., "Don't you like it?" might be answered, Phengsy Douangphayvong Vu Dang Nghia Sisouk Insisiengmay Duong Thi Phuong Mai "Yes, I don't like it." 14. No subject-auxiliary word inversion oCturs in in- terrogative statements; e.g., "Does Jim work 5. Some Major Differences between Indochinese here" translates as Jim work here + [question Languages and English particle]. A few general rcmarks should be made about the In highlighting some of the primary differences be- languages represented in the above charts: tween Indochinese languages and English, the major 1. Many consonant sounds, e.g., b, d, f, g,sources of difficulty for Indochinese refugees learning dj, r, s, v, ks, and z may not oc-to speak English become immediately apparent.

15 Appendix B 1 Indochinese Refugee Education Guides 1

The following material can be obtained from: Bilingual /Bicultural Series *1. Information for Administrators and National Indochinese Clearinghouse ED125308 Center for Applied Linguistics Teachers 3520 Prospect Street N.W. 2. A Selected, Annotated Bibliography ED153496 Washington, D.C. 20007 of Bilingual/Bicultural Education I 3. A Model for Bilingual Language ED134028 They are also available through the ERIC system Skills Building (Educational Resources Information Center). Photo-, Adult EducationSeries ED125303 copies can be obtained from your nearest ERIC library 1. Teaching English to Adult Refugees facility or you can order copies from the ERIC Docu- 2. A Selected, Annotated Bibliography ment Reproduction Service, P.O. Box 190,Arlington, of Materials for Teaching English VA 22210. If you have any questions regarding the to Indochinese Refugee Adults photocopy service, please call the EDRS Customer (Summer, 1979 revision) EDI 75288 Service Representative at (703) 844-1212. *3. Learning English a Different Way *The articles marked with an asterisk are most rele- (one paper written in English, Viet- ED129061 vant for Lao and Cambodian students. namese, Cambodian) 4. ESL Reading Materials for Adults ED129062 Preschool Education Series Search # 5. Recreational Reading in VietnameseED129063 1. ESL in Kindergarten: Orientation and 6. English Lessons for Refugee Adults: Scheduling ED116476 A Guide for Volunteers, Tutors, 2. ESL in Kindergarten: Teaching Pro- and Teachers ED129068 nunciation and Grammar EDI 16477 7. English Pronunciation Exercises for 3. ESL in Kindergarten: Testing Young Speakers of Vietnamese ED135244 Children ED116478 8. A Guide to Manpower/Vocational 4. ESL in Kindergarten: Language and ESL ED188499 Concept Development ED116479I General Information Series Elementary Education Series *1. Hints for Tutors ED116486 *1. On Keeping Lines of Communication *2. Testing English Language ProficiencyED116487 with Indochinese Children Open ED116482 3. Education in Vietnamese Fundamen- 2. Classroom Instructions in Vietnamese: tal Principles and Curricula ED116488 Inside the Classroom EDI16483 4. Teaching English Pronunciation to 3. Vietnamese History, Literature and Vietnamese ED 1 25304 Folklore ED116484 5. Teaching Englishto Vietnamese: 4. Classroom Instruction in Vietnamese: Textbooks ED116489 Outside the Classroom EDI16485 6. A Brief Look at the Vietnamese Lan- 5. Continuing English Studies During the guage: Sounds and Spellings ED125305 Summer ED125302 *7 Testing the Reading Ability of Cam- 6. Supplemental ESL Activities for Class- bodians ED116490 room Teachers ED153498 8. Academic Resources for Language and Culture ED11649I Intermediate/Secondary Series 9. A Selected Bibliography of Diction- I. Vietnamese History, Literature and aries ED163768 Folklore ED116480*10. Teaching English Pronunciation to 2. Detailed Content of Vietnamese Sec- Speakers of Black Tai (Tai Dam)ED116493 ondary Education ED129069 11. Teaching English Structures to the 3. Continuing English Studies During the Vietnamese ED125306 Summer ED125302 12. Supplement to "An Annotated Bibli- Educational Administration Series ography for Teaching English to *1. On Assimilating Vietnamese and Cam- the Vietnamese" ED122631 bodian Students in U.S. Schools ED125302 13. Perspectives on a Cross-Cultural *2. Meeting English Language Needs of Problem: Getting to Know the Indochinese Students ED116481 Vietnamese ED129067 9 r1 16 *14. The Hmong Language: Sounds and *19. Teaching English to Speakers of LaoED177907 Alphabets E D157400 *20. English Language Testing ED1830I6 *15. The Hmong Language: Sentences *21. English Pronunciation Lessons for and Phrases ED158592 Hmong EDI88498 *16. Glimpses of Hmong Culture and Re- A Manual for indochinese Refugee Edu- cent History in Laos ED15990I cation: 1976-77(K:ndergarten-I2th *17 An Annotated Bibliography of Ma- grade) ED135236 terials on the Hmong of Laos ED159902 *18. Teaching English to Cambodian Stu- dents ED165467

17 Appendix C Hunter Pendleton Teaching ESL to TESOL Program Illiterate Teenagers and Adults University of Maryland at College Park An Annotated Bibliography

Teaching ESL to people who are not literate in their time for "processing the experience." Rationales native language is a topic on which very little has been for using games and simulations are discussed in written. Indeed, many 'authors seem to have simply terms of raising motivation, prompting active par- ignored the problems inherent in the task of teaching ticipatory learning, providing applications to real today's ESL class. Simply, many of the immigrants settings and roles, flexibility, and ease of use. 24 coming to the United States today are not literate in games are included for examples. their first language. Most of the items below are not 5. Gunter, J. Letter Fluency Games. Technical Note specifically on the topic but have been included #9, Amherst: University of Massachusetts, Center because the techniques and information could easily forInternationalEducation,1975.ERIC be adapted. However, item 10 is specifically on the ED175024. topic and is highly recommended. "The concept behind a letter fluency game is that of isolating certain component skills of literacy for 1. Broughton, G., and others. Teaching English as a practice . ..." This note discusses 14 literacy games Foreign Language, 2nd edition. London: Rout- used by a literacy project in Ecuador. Many can be ledge & Kegan Paul, 1980. adapted for ESL literacy training. There is also a The chapter on reading includes an intermittent good discussion of the philosophical and practical but continuing discussion on teaching first language development of the games chosen for this project. illiterates to read. This turns out to be a rather thoroughdiscussionincludingtechniques and 6. Hay, W. Adult Literacy in Britain. Annotated Bib- materials production and ideas. liography. London: the Library Association, 1978. 2. Emanuel, M. "Read and Question: A Question- This is a collection of references on the literacy Forming Exercise." ELT Journal, 35, 2 1/81. movement in Britain during the 1970's. Centered This article explains a procedure for practicing around efforts by the BBC, the movement attacked question formation and content anticipation with a all levels of illiteracy. There are six areas represented small group. One student reads a story silently and in the bibliography: (1) the background with "the the others prepare questions based on written and meaning of literacy and a chronological overview visual clues. They then question the reader about of Britain's literacy movement," (2) the BBC initia- the content. tives and campaign, (3) the development of provi- 3. Epstein, K. K. "The Road to Literacy: Teaching a sion, which refers to the different ways various 16-Year-Old to Read." Journal of Reading, 25, 6, institutions and governments proAde literacy train- 3/81. ing services,(4) tutors and tutor training, (5) This articletells the step-by-step process by students, and (6) aspects of teaching. While all of which an American student learned to read. The en- these materials seem to be impossible to get in the tire program is described. Important steps are peer Washington, D.C. area, the bibliography is available instruction, confidence building, the LEA, including at the library of the University of Maryland's Col- the student in classroom activities, and taking ad- lege of Library and Information Services and the vantage of the student's known strengthsin this publishers and agencic are listed in the book. case the student's sociability. An encouraging and 7. Kapinus, B. A. "Miniclinics: Small Units of Read- interesting account. ing Instruction Can Be a Big Help." ELT Journal, 4. Evans, D. R. Games and Simulations in Literacy 35, 2, 1/81. Training. International Institution for Advanced An area is identified for a miniclass and through Literacy Methods, 1979. ERIC ED174957. content-teacher cooperation students attend and The editor of the series begins by saying that this work on specific points presented. For ESL students, monograph is on instructional techniques. That is, they could be taught as needed to clear up special "matching learners, learning media, and learning problems. A complete explanation of organization, environments to make teaching and learning more student motivation, content-teacher cooperation effective." All games and the method are said to be and involvement, grading and assessment. "appropriate technology" and have been used 8. Larson, M. L. and P. M. Davis, eds. Bilingual Ed- successfully in thefield.Literacy workers are ucation: An Experience in Peruvian Amazonia. re'ninded of the importance of using games and Summer Institute of Linguistics, Dallas. Washing- simulations as a catalyst for learning, and to take ton, D.C.: Center for Applied Linguistics, 1981.

18 ? This is a large book describing in detail a compre- I some basic terms. The two articles are written by hensive bilingual education project in Peru that two teachers professionally involved with illiterate started 25 years ago. The preface warns that this is adults. They both teach ESL to illiterate adults, a program worked out on the practical level and is develop programs and courses, and write their own not assumed to be a treatise on general principles of materials or find out who does and use it. Both in- education. Of the five sections of the book, #4, clude samples of their lessons and beginning meteri- "The Preparation of Materials in the Vernacular als which they offer to other teachers for use in Languages," may be most helpful for the ESL their classrooms. The second article includes lists of literacy teacher. Titles in section 4 are (15) The Ap- minimal competencies for each behavioral objec- plication of Linguistics to the Preparation of tive.These task-oriented goals are practically Didactic Materials, (16) The Challenges of Primer oriented for functional literacy and beginning ESL Making, (17) Culturally Adapted Education, (18) classes. Training Native Authors in Writers' Workshops,11. Thonis, E. W. Teaching Reading to Non-English (19) Creative Writing in Amuesha Bilingual School. Speakers. New York: Collier McMillan, 1976. 9. Salimbene, S. "Non-frontal Teaching Methods This is a thorough book. The author includes and the Effects of Group Cooperation and Student theoretical and practical discussions on students il- Responsibility in the EFL Classroom." ELT Jour- literate in the first language. The chapter on materi- nal, 35, 1, 1/81. als preparation is the most helpful. This article presents an original approach to12. Watson, C. R. J. "Classroom Discussion as a Pre- breaking up an ESL class into groups. The logic is lude to Reading." ELT Journal, 35, 1, 1/81. presented for each main point: (1) reorganization The introductory paragraphs to the article are of of classroom space to break the mold of teacher use to the ESL literacy teacher. The idea of prelude space-student space and to form groups; (2) devel- discussions is a sound one and the methods of opment of group responsibility making the group group discussion can be modified for low-level ESL the authority through directed activities; (3) the students and non-literates. teacher's role in the student-centered classroom13. Woodward, M. R. "A Tutorial Component in the changes. The teacher observes, adjusts, plans, par- ESL Writing Course." ELT Journal, 35, 1, 1/81. ticipates, and is a source. Discusses the benefits of individual tutorials of 10. "Teaching ESL to Illiterate Adults." Indochinese 10 minutes to one hour for students struggling with Refugee Education Guides, Adult Education Series writing: the advanced students aren't bored and the #9. Washington, D.C.: Center for Applied Linguis- slower students aren't intimidated or left behind. tics, 1981. The article includes classroom organization for This guide is the only item devoted entirely to other students, individual help tailored to each stu- teaching English to illiterate adults. The introduc- dent, error correction, reduced teacher time in cor- tion clearly explains The issues involved and defines rection where not effective, and time management.

9 13 19 Appendix D Sources for Lao and Hmong Materials

Indochinese Community Health and Education Project In Chicago area contact: 3930 Utah Street Mr. Dick Patchin Suite J Delta Systems Co., Inc. San Diego, CA 92104 215 North Arlington Hts. Rd. Arlington Hts., IL 60004 Asian Resource Center (312) 394-5760 247 West 23rd Place (800) 323-8270 Chicago, IL 60616 (312) 225-4652 Also: National Geographic Society Indochinese Materials Center Pragmatics, International U.S. Department of Education MRC 324 East 11 th Street APPLE 9th Floor USGPO Kansas City, MO 64106 NIC/TAC CAL (816) 374-3976 RRP (x-GICAA) Office of Refugee Resettlement Bilingual Education Technical Assistance Center Department of HHS Tacoma Public Schools Room 1229 Switzer Building 708 South G. St. 330 C Street S.W. Tacoma, WA 98405 Washington, D.C. 20201 (206) 593-6980 (202) 426-6510 (800) 424-0212 National Clearinghouse for Bilingual Education 1300 Wilson Blvd, Suite B2-11 Mid-America Center for Bilingual Materials Develop-Rosslyn, VA 22209 ment (800) 336-4560 University of Iowa N310 Oakdale Campus Indochinese Resettlement Office Oakdale, IA 52319 Department of Social Services (319) 353-5400 462 Michigan Plaza 1200 Sixth St. Lutheran Immigration and Refugee Service Detroit, MI 48226 360 Park Avenue South (313) 256-1081 New York, NY 10010 (800) 223-7656 Orbis Publications 1105 Lantana Drive Modulearn, Inc. Los Angeles, CA 90042 P.O. Box 667 San Juan Capistrano, California 92693 (800) 854-3508

20 Appendix E Sources for Cambodian Materials

Asian Resource Center Modulearn, Inc. 247 West 23rd Place P.O. Box 667 Chicago, IL 60616 San Juan Capistrano, CA 92693 (312) 225-4652 (800) 854-3508 In Chicago area contact: BABEL Resource Center Mr. Dick Patchin 2168 Shattuck Ave., Rm. 217 Delta Systems Co., Inc. Berkeley, CA 94704 215 North Arlington Hts. Rd. (415) 549-1820 Arlington Hts., IL 60004 Bilingual Education Technical Assistance Center (312) 394-5760 Tacoma Public Schools (800) 323-8270 708 South G. ST. National Clearing House for Bilingual Education Tacoma, WA 98405 1300 Wilson Blvd., Suite B2-11 (206) 593-6980 Rosslyn, VA 22209 Indochinese Community Health and Education Project (800) 336-4560 3930 Utah Street Oakland Public Schools Suite J Office of Bilingual Education San Diego, CA 92104 314 East 10th St. Indochinese Materials Center Oakland, CA 94606 U.S. Department of Education Office of Refugee Resettlement 324 East llth Street 9th Floor Department pf HHS Room 1229 - Switzer Building Kansas City, MO 64106 330 C Street S.W. (316) 374-3976 Washington, D.C. 20201 Khmer Research Organization (202) 426-6510 6030 Belleview Drive (800) 424-0212 Falls Church, VA 22041 Orbis Publications In Chicago area contact: 1105 Lantana Drive Mr. Kompha Seth Los Angeles, CA 90042 Asian Human Services 3745 N. Clark St. National Geographic Society Chicago, IL 60613 MRC (312) 871-3840 USGPO NIC/TAC CAL Lutheran Immigration and Refugee Service RRP (x-GICAA) 360 Park Avenue South New York, NY 10010 (800) 223-7656

9(13 21 Appendix F Teaching English to Speakers of Other Languages (General Reference)

Title Source Elementary School Level The Magic of English Harper & Row, Publishers, Elementary Reading in Regents Publishing Com-(Beginning Experiences Inc. English pany in English as a Second 10 East 53rd Street Two Park Avenue Language) Student's andNew York, New York New York, New York Teacher's Edition 10022 10016 Learning English as a Oceana Publications, Inc. Elementary Step by Regents Publishing Com-Second Language for 75 Main Street Step with Pictures pany Secondary Schools and Dobbs Ferry, New York Essential Idioms in Regents Publishing Com- Continuing Education 10522 English pany Level I-V, Book I-IV Welcome to English Regents Publishing Com-Finding the Main Idea Oceana Publications, Inc. pany and Supporting Details Levels A-C Skits in English as a Regents Publishing Com- Second Language pany Detecting Sequence of Oceana Publications, Inc. Events, Levels A-D English as a Second Regents Publishing Com- Language, from Theory pany Critical Reading, Oceana Publications, Inc. to Practice Levels A-F English around the WorldScott, Foresman and Following Directions, Oceana Publications, Inc. Beginner Book through Company Levels A-F Level VI (Skillsbooks, 1900 East Lake Avenue Drawing Conclusions, Oceana Publications, Inc. Activities Books with Glenview, Illinois 60025 1wels A-D Supplemental Tests, Use of Context Clues, Oceana Publications, Inc. Teacher's Guidebooks) Levels A-F English for a Changing Scott, Foresman and Jazz Chants for ChildrenOxford University Press Company World, (Rhythms of American 200 Madison Avenue Levels I-VI (Exercise English through Chants,New York, New York Books, Textbooks, Songs, and Poems) 10016 Teacher's Guidebooks) Jazz Chants for ChildrenOxford University Press Wekome to English English Language Services 16250 Ventura Boulevard (60-min. tape to accom- Levels 1-VI pany thelok) (Textbooks, Teacher's Suite 345 Guidebooks) Encino, California 91436 Foundations for ReadingEnglish Language Services and Writing, Secondary School/AdultLevels Levels I-VI (Workbooks) Building English Sen- Institute of Modern Lan- New Ways to English English Language Services tences with Be guages, Inc. Levels I-III 2622 Pittman Drive (Textbooks, Teacher's Silver Spring, MD 20710 Manual, Tape) Building English Sen- Institute of Modern Lan- English for InternationalAmerican Book Company tences with One Verb guages, Inc. Communication 135 West 50th Street Building English Sen- Institute of Modern Lan- New York, New York (Intercom) tences with Two Verbs guages, Inc. Levels I-III 10020 Institute of Modern Lan- (Textbooks, T:!acher's Building English Sen- tences with Verbals guages, Inc. Editions) 99 22 J9uilding English Sen- Institute of Modern Lan-Everyday English for Indochinese Center tor tences with Adverbs guages, Inc. Cambodians (Cambodian Material Development Alternatives in Building Institute of Modern Lan-and English) and Training English Sentences guages, Inc. 500 South Dwyer Avenue Arlington Heights, IL Building Complex Institute of Modern Lan- 60005 English Sentences guages, Inc. Cambodia: A Resource Indochinese Materials Building English Sen- Institute of Modern Lan-Guide for Teachers Center tences with Adjectives guages, Inc. (English) U.S. Department of Edu- Building English Sen- Institute of Modern Lan- cation tences with Auxiliary guages, Inc. 324 E. 1 1 th Street Verbs 9th Floor Building English Sen- Institute of Modern Lan- Kansas City, MO 64106 tences with Verbs and guages, Inc. Tips on the Care and Indochinese Materials Verb Phrases Adjustment of Lao and Center Focus on Composition Oxford University Press Cambodian Children in the United States (Meth- English Sentence University of Michigan ods and hints to increase Structure (Textbook, Press understanding of refugee Workbook, and Answer839 Greene Street behavior, actions, and Key) Ann Arbor, MI 48106 background) English Pattern PracticesUniversity of Michigan Laotian Supplementary: Press A Indochinese Materials Improving Aural Compre-University of Michigan Comparison of Laotian Center hension: Teacher's Book Press and American Education- of Readings (Student's al Methods and Systems Workbook) (English) Listening Dictation: University of Michigan A Guide for Teaching Apple, Inc. Understanding English Press the Lao (for Lao, Thai, P. 0. Box 1914 Sentence Structure Dam, Hmong) Des Moines, IA 50306 Writing as a Thinking University of Michigan Laotian Themes (English)Indochinese Materials Process Press (Regional Bilingual Train- Center Linguistics Across University of Michigan ing Resource Center, Cultures (Applied Press Brooklyn, NY) Linguistics for Language Understanding Your Lao-Indochinese Materials Teachers) tian Students (Orientation Center Reading in English (for Prentice-Hall, Inc. for Teachers) students of English as a Englewood Cliffs, NJ Your Child's Emotional Indochinese Materials Second Language) 07632 Health (Handbook) Center Principles of Language Prentice-Hall, Inc. Indochinese Community Learning and Teaching Health and Education Project, San Diego, CA Speak English! Institute of Modern Lan-(Laotian) (Text I) guages, Inc. Curricular and Supple- Institute of Modern Lan- mentary Materials for guages, Inc. Teaching Cambodians

3 ti 23 Appendix G Permission Letters to Parents (English, Laotian, Cambodian)

Dear Parent: English program for foreign We want to help your child to learn toread in English. A special summer students who need special help with readingwill be offered this summer.

Dates: July 22-August 4 (for students) Time: 8:30-11:30 Place: Northwestern High School 7000 Ade lphi Road Hyattsville, Maryland We will transport We will help your child to learn English byhaving him/her work with a group of teachers. the children from your neighborhood toNorthwestern High School and back. Thank you.

Permission to Participate Northwestern High I want my child to participate in the specialEnglish as a Second Language (ESOL) classes at 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 yourchild's ESOL teacher tomorrow. (=-2 G ver? e,'6)

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