DOCUMENT RESUME ED 135 236 FL 008 400 TITLE manual for Indochinese Refugee Education 1976-1977. INSTITUTION Center fcr Applied Linguistics, Arlington, Va. SEONS AGENCY Office of Education (DEER), Washington, D.C. REPORT,NO SES-77-21237 PUB DATE 76 CONTRACT 0E-300-76-0022 NCTE 288p. AVAILABLE FBOMThe National Indcchinese Clearinghouse, Center for Applied Linguistics, 1611 B. Kent Street, Arlingt9n, Va. 22209 (free) EDRS PRICE BF-$0.83 BC-$15.39 Plus Postage. DESCRIPTORS Age Grade Placement; Bibliographies; Bilingual Education; *Cross Cultural Studies; Cultural Awareness; Educational Administration; Elementary School Curriculum; Elementary Secondary Education; *English (Second Language); High School Curriculum; Immigrants; *Indochinese; Instructional Materials; Language Instruction; Learning Difficulties; *Refugees; Resource Materials; Second Language Learning; Student Placement; Teaching Methods; Vietnamese IDENTIFIERS -Names ABSTRACT This manual is intended to meet the needs of elementary and secondary school teachers and administiatorsacross the United States who have been charged with the education of Vietnamese, Cambodian, laotian and Tai Dam refugeestudents. There are live sections to the manual. The first, "Retrospective," covers basically what has happened in the education of refugee children during the 1975-76 school year. The second, "Administrative Considerations," deals with such continuing problems as grade placement, schcol records,, testing, etc. The third and largest se-ction-of_the manual, "language Considerations," is also the most comprehensive. It covers, in varying depths, all phases of language learning needs, with methods, techniques and materials for oral communication in English receiving the most attention. In 'the fourth' gecti.on, "Cultural Consideratiois," the histories and valuesystems of the peoples of Vietnam, Cambodia, and Lacs are discussed. The last section of "Appendices" is basically bibliographic in nature and is intended to give background information or lead the educator to further sources. (Author/CFM) 6 Documents acquired by ERIC include many informal unpublished materials not avail'able from othersources. ERIC makes every cffort to obtain the best copy available. Nevertheless, iteins of marginal reproducibility are often encountered and this affects the qaity ci 1.1%1 microfiche and hardcopy reproductions ERIC makes available via ,the ERIC Document Reproduction Service(EDRSi,- ED11::. !'s C.esponsible for the quality of the original document. Reproductions stpplied by EDRS are the best that can be made from thp nrirrinal trN (N..1 U.S. DEPARTMENT OFNE, IC EDUCATION &WELFARE NATIONAL INSTITUTE OF rt-N EDUCATION TICS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- AT1NG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY A MANUAL FOR INDOCHINESE REFUGEE E lUCATION 19761977 A MANUAL FOR INDOCHINESE REFUGEE EDUCATION 1976- 197 Prepared by the staU of The National Indochinese Clearinghouse, Center for Applied Linguistics Allene Guss Grognet Director Anthony.PfannkuChe Nguyen Hy Quang Senior Associates Barbara Robson Anne Convery David Holdzkom Jloang Thi Quynh-Hoa Research Assistant Thanh.Nhat Vu -; Prepared for: DepartmSnt.of Health, Education, and Welfare United States Repatriate and Refugee Assistance Staff The National Indochinese Clearinghouse Center for Applied Linguistics 1611 North Kent Street, Arlington, Va. 22209, 1976 INTRODUCTION This 7.'anual is intendc,i to m,00t neds of elementary and secsnjary school teachers and admi::istrators across the. United ..tates who have been charged with the education of Vietnamese, Cambodian, l_aotian and Tai Dam refugee students. With a year of experience (and hindsight), we have been able to reflect.npon the needs of-both teachers and students, and compile what we thInk isa useful and practical handbook. There are five s-ecticns to.the ::annal. The first, "Retrospective", covern basically what has happened in the education of.refugee children duringthe -- 1975-76 school year. The second, ':orAlministrative Considerations", deals with such continUing problems as grade placement, school records, testing, etc. The third and largest section of the Manual, "Languago considerations", is alsothe -most comprehensive-.---It-covers; varyingodiths;-nalo-phases ot language ll-e-arnW.- needs, with methods, techniques and materials for oral communication in English receiving the most attention. In the fourth section, "Cultural Considerations", we deal (again, in varying depths) with the histories and value systems of the peoples of Vietnam, Cam)-)odia, and Laos. The last section of "Appendices" is basially bibliographic in nature and is intended to give background information, or lead the educator tp further sources. There are s:éveral deliberate inconSistencies in the Manual. ThroUghout we have been indiscriminate in our use of "he" and "she" when referring to "teacher" or "educator" or "aide" or "student". (There are Probably-more "ahes" for teachers and "hes" for stud , but we have not kept count.) We have also been indiscrim- inate'in ounuse of language names: "Cambodian" and "Khmer"; "Tai Dam" and'"Black Tai"; "Laotian" and "Lao".'One term that we have used throughout the text, ."Indochinee", we have used with reluctance. :Whilewe realize that there are many linguistic and cultural differences among Vietnamese, Cambodians and Laotians (andiThat. and Burmese, who share the landmass called "Indochina"), we could find no better terth than "Indochinese" when referring to the totality of the recent .'refugee population. In the preparation of this volume, the authors have had the generous assis- . tance of other members oT the.National Indochinese Clearinghouse staff:Huynh Ngoc Can, Elizabeth Kimmell, Sonia Kundert, and Mary Ann Zima. Thanks are also\ due consultants such as Mary Galvan and Muriel Saville-Troike who helped us With 1\ materials and workshops during the past year. Finally, grateful acknowledgement \ is made to the Office of Education, Department of.HeaAh,Education Welfare, for its support of this Manual and the National IndochincSeClearinghcluse through c <J. contract (0E-300-76-0022) with the Center for Applied Linguistics. Allene Guss Grognt Arlington, Virginia 6 iy TABLE OF CONTENTS Introduction iii TROSFECTIV7,' National Indochinese Clearinghouse 1975-1976 1 4' 2 .A Brief Sketch of tbe Refugee .Child in the U.S. ADMINISTRATIVE CONSIDERATIONS. 3 .School Records and Indochinese Names 12 Grade Placement . 15 5 Mis.cellaneous Administrative Concerns 23 'LANGUAGE CONSIDERATIONS What Does It Mean To Learn a Second Language? 26 7 ESL Instructional Situations 29 8 ESL Teaching Materials 33 9 Dictionaries and Their Uses 39 10 ESL Methods and Techniques 42 11 Sources of Difficulty in Learning English for Vietnamese, Khmer and Lao 50 12 Supplementary Language Activities in theRegular Classroom 67 13 Differing Alphabets and Reading Problems 73 14 Bilingual Aides: Their Duties and Training 79- 15 Providing Bilingual Support Instruction and Materials 83 CULTURAL CONSIDERATIONS 16 A -Brief Glimpse at Vietnamese History 92 17 A Brief Loo lf.at the Histories and Cultures of Lao:. and Cambodia 1,'71 A Cross-Cutural Glimpse ofthe 7ietnamese People 113 12 Some Sp-c7f5.c Cross-CulturalConsiderations APPENDICES A-, Indochinese Refuçe F tion Guides 136 Edu,!ation.in Viet am: Fundamental Principles and Curricula 137 C A Detailed Content oC theVietnamese Secondary Curriculum 156 A Selected Bibliography of ESLTeaching Materials:. K-12 227 E .Testing Englih Language Proficiency 235 -41,44 A Selected Bioiiography ofDictionaries 247 A Selected, Annotated Bibliogra:7hyon Bilingual/Bicultural Education 255 P Bibliography of Bilinual (and Monolingual)Vietnamese, Cambodian and Laotian Text Materials: K-12 267 I A Selected Bibliography on IndochineseCultural Topic.s 270 A Bibliography of Vietnamese Folklore,History and Literature 273 1/4 yi CHINA .q .... il cv %.,..v ...) ISURtiN -. , -,1\ ..11 '',1,......."..., . (I ) .. 1,. ...., ....: ;',..) ..-. ..- "--y-../ ....., VC.. utuliialkos "MAI UND GULP- OF SIAM IN CHINA vi i 1 RETROSPECTIVE . ';:ATTOI:AL INDI)CHINPE CLEAINGHOUEE 1975-1976 S/)on after the Indochinese refugees started to arrive in the U.S., the Center fo: AI/plied Linguistics was funded by the U.S. Office of Education, Department of Health, Education and Welfare, to establish and operate a National Indochinese Clearin:7house. The main focus of: the Clearinghouse was to be the collection, anal:.a:is and dissemination of materials to meet the pressing educational needs of teachers of refugees and the refugees themselves. These included an understanding of the Vietnamese and Cambodian educational systems; grade placement; language \ testing; English s a second language (ESL) techniques, methods and materials; bilingual education possibilities; textbooks written in Vietnamese and Cambodian; cross-cultural considerations; etc. As we began to collect and analyze iz9t:.Jrials, it became apparent that another step would have to be added to our work process: that of adaptation. The majority of material we handled was not in a form readily useable by the classroom teacher, so 'the adaptation (or assimilation) process was added before information and materials were disseminated. Our basic field of concentration during the 1975-76 school year was the g,,neral K-12.classroom teacher. The Refugee,Education Guides we developed, the infcrmation in our