Some contextual problems relative to the acquisition of literacy by Hmong refugees
Author(s):
Miller, Colette Louise
Format:
Thesis
Degree granted:
M.A.
Publisher:
Ann Arbor : California State University, Long Beach, 1991.
Pages:
140
Language:
English
Abstract:
This study focused on adult nonliterate Hmong refugees and their attempts to acquire literacy through educational programs. Programs were observed at the high school, adult education and community college levels. Consultants in this study were teachers, administrators, and nonliterate, semi-literate, and educated Hmong. Areas investigated included availability of programs, placement and testing procedures, classroom structure, discourse and learning styles, and goals and priorities of literacy. It is the author's contention that teachers and administrators need to re-evaluate the structure of literacy programs and classrooms, the role of teachers in literacy acquisition, and the aims of literacy education relative to the multi-ethnic nature of the ESL student body. Suggestions are made for developing a more fluid approach to classroom teaching which can accommodate the various cultural perspectives of multi-ethnic literacy students.