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…

Ascertains the dental health needs of the following refugee groups in Fresno County, California: (1) Cambodians; (2) lowland Lao; and (3) Hmong. Discusses successful health marketing and educational strategies aimed at these groups. A Dental Screening program instructed community health specialists, provided dental health education, and performed…

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…

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…