Hmong/English Bilingual Adult Literacy Project Final Report.

Institution	Wisconsin Univ., Green Bay.
Titel	Hmong/English Bilingual Adult Literacy Project Final Report.
Quelle	(1994), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Classroom Techniques; Communication Skills; Curriculum Development; Educational Environment; Educational Strategies; English (Second Language); Family Programs; Hmong People; Immigrants; Intercultural Communication; Lesson Plans; Literacy Education; Native Language Instruction; Problem Solving; Program Descriptions; Program Evaluation; Refugees; Second Language Programs; Skill Development + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Kommunikationsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Family program; Familienprogramm; Immigrant; Immigrantin; Immigranten; Interkulturelle Kommunikation; Lesson planning; Unterrichtsplanung; Native language education; Muttersprachlicher Unterricht; Problemlösen; Programme evaluation; Programmevaluation; Flüchtling; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The report describes and assesses an adult literacy program for Hmong immigrant adults in Green Bay, Wisconsin. The overall approach was to assist students in developing a new communication system using principles of intercultural communication and community networking. The instructional model had four components: native language literacy instruction; the natural language approach; problem posing; and a family literacy program. Classes were team taught by a bilingual and an English-as-a-Second-Language teacher/intern and met 4 days a week for 3 hours a day. In the course of the project it was learned that Hmong adult refugees can and do respond to literacy instruction if the conditions and processes of instruction conform to both their perceived and their real learning needs. Realization of student perceptions differing from administrative perceptions led to adjustment of the basic program approach. The report outlines the program's overall design, population background information, general findings, description and evaluation of instructional components and project administration, project significance, and recommendations for both administration and instruction. Appended materials include sample lesson plans, student outcomes for the problem-posing component, sample family literacy tutor report, organizational chart, timeline, bilingual consultant reports, and documents from the program's closing ceremony. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC