This study reviews empirical data from the U.S. Census, American Community Survey (ACS) and academic journals to explore K-12 and higher educational outcomes pertaining to Southeast Asian American (SEAA) males. We argue that the empirical dismissal of SEAA males in social science research reinforces a longstanding agenda of structural neglect and…

Investigation of Vietnamese and Cambodian immigrants' acquisition of the English variable "ing" found that such production was constrained by phonological, grammatical, stylistic, and social factors. (39 references) (Author/CB)

Basic information that teachers of English as a second language should know about Indochinese refugees, including the identification of different ethnic or regional groups and characteristics of four Indochinese languages, is presented. Indochinese refugees come from Vietnam, Laos, and Cambodia. The five major groups of people are unrelated…

This paper is a preliminary attempt to identify important gaps in instructional materials for Southeast Asian languages. The need for instructional materials is detailed for: Burmese, Cambodian, Indonesian/Malay, Lao, Tagalog, Thai, and Vietnamese. Attention is drawn particularly to the need for integrated audiovisual materials, materials on…

Project CLASS, a collaborative family literacy demonstration research project designed to meet the language and literacy needs of limited English proficient families in Clayton County, Georgia, is described. Intergenerational and age-graded classes were provided for Cambodian, Laotian, Vietnamese, and Hispanic adult family members, their…

In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the…

The manual concentrates on features of English and Indochinese which are dissimilar and, therefore, potential problem areas. These areas were identified through: (1) a contrastive analysis of English and Indochinese (Lao, Cambodian, Vietnamese) phonology, morphology, and syntax; (2) an analysis of Indochinese students' errors; and (3) noting the…