Cross Currents, Volume 18, Issue 1 (1991-07). pp. 63-98.
Language:
English
Abstract:
Issues relating to the language & cultural education of Southeast Asian refugees are addressed by a group of refugee educators. William T. Burns, in "The Changing Faces of Refugee Education," discusses changes in refugee education brought about by the changing nature of the population & its increasing diversity in terms of both linguistic & cultural/social backgrounds. "Vietnam's Amerasian Families: The Face of Jeopardy in Resettlement" by Donald Ronk suggests that Amerasian refugees have particular problems that make their resettlement more difficult than that of other groups. In general, they have fewer years of schooling than their Vietnamese relatives, & are more likely to have illiterate mothers. In "Literacy for Mothers of Amerasians," Francisca Pao Moredo & Wu Zhaoyi note that although the mothers of Amerasian children may have some proficiency in oral English, their level of schooling is generally lower than that of other refugee populations. Affective factors including anxiety & culturally induced perceptions of failure are also discussed. In "A Method for Teaching Literacy to the Orally Proficient," Chas J. Algaier discusses the use of the language experience approach to teach literacy skills to refugees who already have some degree of proficiency in oral English. Cathy Wesolek, in "Incorporating Primary Prevention Techniques in Discussion Groups," discusses a program designed to increase the self-esteem & social skill level of teenagers in refugee camps. In "Student Teaching in Refugee ESL Classes," Susan E. Togle discusses the use of student teachers at the International Catholic Migration Commission's refugee processing center. Sharon C. Snyder, in "Books for Beginning Readers and Writers: If You Can't Find Them, Make Them," discusses the use of whole texts with beginning level English language readers & writers, & the development of books directed specifically at Vietnamese, Laotian, & Hmong refugees. Charles R. Davy, in "Cross-Cultural Training for Young Adult Vietnamese Refugees," discusses the specific needs of young adult refugees, which have been taken into account in the design of a course directed at refugees aged 17 to 23. Michiko Oishi, in "Educational Programs for Cambodian Refugees," discusses language instruction at the UN High Commissioner for Refugees (UNHCR)-sponsored camp for Cambodian refugees. The program is intended to provided preliminary Japanese language instruction for refugees planning to resettle in Japan. In "English Language Teaching at Phanat Nikhom: Ten Years Later," Karen L. Libucha discusses a program that has been educating Southeast Asian refugees bound for the US for the past 10 years. The program uses a competency-based adult education model. Adrie P. van Gelderen, in "Refugee Education in Hong Kong," discusses an instructional program for Vietnamese refugees intending to settle in Hong Kong. "Meeting the Long-Term Educational Needs of Resettled Refugees: An Integrated Approach" by James W. Tollefson summarizes research on the adjustment of Indochinese refugees to life in the US & considers, given these findings, the long-term educational needs of this group. 4 Tables, 42 References. B. Annesser Murray