Southeast Asian Refugees in American Schools: A Comparison of Fluent-English-Proficient and Limited-English-Proficient Students
Author(s):
Ima, Kenji; Rumbaut, Ruben G
Format:
Journal article
Citation:
Topics In Language Disorders, Volume 9, Issue 3 (1989-06). pp. 54-75.
Language:
English
Abstract:
Issues regarding language education of limited English proficient (LEP) & fluent English proficient (FEP) Southeast Asian students are discussed. It is argued that the diversity of Asian & Pacific Islander groups must be recognized in the educational setting, rather than lumping them together in a single category. Five main ethnolinguistic groups are examined: Khmer, Lao, Hmong, Chinese, & Vietnamese. Data from a broader study conducted among linguistic minority high school students (N = 5,472) in the San Diego Unified School District are examined. Differences between LEP & FEP students are discussed. A comparison of academic performance of Southeast Asian & other linguistic minority students shows that Southeast Asians are most likely to be classified as LEP, but still have a higher grade point average than all other language minority groups. A comparison of educational attainment among Southeast Asian subgroups shows significant diversity. Multiple regression analyses are performed to determine factors that may predict academic performance, & suggestions for assessment & teaching of these students are made. 2 Tables, 23 References. B. Annesser Murray