An analysis of the effectiveness of Hmong literacy programs at the secondary level in California
Author(s):
Cha, Ton
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : California State University, Fresno, 2016.
Pages:
144
Language:
English
Abstract:
Language loss seems to be an inevitable outcome confronted by the Hmong people since their arrival here in the U.S. over 40 years ago. Despite the first generation being able to retain the spoken, cultural, and written aspects of their language, the threat of language loss resides in the second and now very young third generation living in an English dominated society. Though organizations have worked to meet the needs of this targeted Hmong population, they have been unable to expand their scope to encompass the broader population which can only be reached within the public education system. California is one of three states in the U.S. with the highest concentration of K-12 Hmong population. This dissertation study conducted by a Hmong Native Speaker teacher in the secondary level analyzed Hmong World Language programs in California to determine elements within the teaching profession that define effective teaching practices in Hmong language courses. This study encompassed four California districts with Hmong World Language programs to analyze student and teacher perceptions, literacy skills, teaching pedagogy, and resources. Findings showed that the Hmong World Language programs in California had a mean percentage score of 83% on the assessment instrument. Correlations were found between student assessment scores, student literacy skill perceptions, resources utilized, and use of teaching pedagogy. Correlations between student assessment scores and Hmong student literacy perception may help explain the relationship between students’ academic performance and their perception of their heritage language. Other correlations such as student assessment scores compared to teaching pedagogies and resources utilized in the classroom provided further insight on how resources and teaching practices may influence student learning outcomes. Personal interviews showed common themes regarding challenges faced by Hmong students. In the future, this research may be used as a guiding element to create instructional resources for Hmong World Language programs.