Programmatic Recommendations and Considerations in Assisting School Districts to Serve Vietnamese Children.

Autor/in	Maldonado, Stephen
Institution	Intercultural Development Research Association, San Antonio, TX.
Titel	Programmatic Recommendations and Considerations in Assisting School Districts to Serve Vietnamese Children.
Quelle	(1976), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Asian Americans; Bilingual Education; Culture Conflict; Educational Needs; Educational Problems; Educational Programs; Elementary School Students; Elementary Secondary Education; English (Second Language); Indochinese; Language Handicaps; Program Development; Refugees; School Districts; Secondary School Students; Texas + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Bilingual teaching; Bilingualer Unterricht; Kulturkonflikt; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Programmplanung; Flüchtling; School district; Schulbezirk; Sekundarschüler
Abstract	The seminar reported here focused on identifying the needs and problems of Vietnamese children and adults. These included bilingual education, culture clash, second language programs, and educational differences between Vietnam and the U.S. It was observed that teachers must be prepared to respond to their Vietnamese students according to their geographic origins, the needs and desires of students' families, and the availability of curricular and human resources. Many Vietnamese parents believe that culturally pluralistic bilingual bicultural programs are needed to meet the needs of their children. Vietnamese parent-child relationships are quite different from American relationships. Contact with American culture is seen by many Vietnamese as threatening traditional family relationships. Furthermore, some Vietnamese parents fear that a continuous emphasis on English in the education of their children will make communication with them increasingly difficult. Language learning, skill learning, and job placement are important to the Vietnamese. Developers of language programs for Vietnamese should group students according to age, profession and marital status and should use Vietnamese people as instructors or as aides for non-Vietnamese teachers. Teachers must know the difference between the ways the English and Vietnamese languages function as tools for communication. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC