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ERIC Number: ED254099
Record Type: RIE
Publication Date: 1985
Pages: 71
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Passage: A Journal of Refugee Education.
Passage, v1 n1 Win-Spr 1985
This inaugural issue of the journal concerning education programs for refugees in the United States contains 20 articles dealing with teaching English as a second language (ESL) and cultural orientation. They include "The IESL/CO/PET Program" (Anne Morgan); "Studying Refugees' Languages: A New Approach in Staff Development" (John Duffy and Chad MacArthur); "As If a Bird" (Pham Loc); "The Medical Simulation: A Confidence-Building Tool for Refugee Students" (Kathryn Munnell); "Conceptualizing Pre-Employment Training" (Ann Dykstra); "A Hmong Soap Opera: The Invented Family as a Tool in Teaching Cultural Orientation" (Sally Quinn); "To Call Yourself a Refugee" (Laurie Kuntz); "Picture Perception and Interpretation among Preliterate Adults" (Christina Hvitfeldt); "The Intensive ESL/CO Program for Ethiopian Refugees" (Paula Kristofik and Steve Cook); "Scenes from Bataan" (Paul Tanedo); "Culture Quizzes: Training beyond the Curriculum" (Christina Herbert); "Teacher, It's Nice to Meet You, Too" (Ruby Ibanez); "The MELT Project: A Link to the Overseas Refugee Program" (Myrna Ann Adkins); "Cultural Orientation for Eastern European Refugees" (Katie Solon); "ICM's ESL Program for Eastern European Refugees" (Roger West); "Community Mental Health and Family Services" (Steven Muncy); "Silk Screening: Task-Based Learning in a Basic Job Skills Lesson" (Evelyn Mariman and Kelly Stephens); "Refugees' Pronunciation of English--Can the Classroom Teacher Help?" (Douglas Gilzow); "How Not to Blow a Flute into a Buffalo's Ear" (Thelma Laguilles); and "A Quiet Revolution in Language Teaching at Bataan" (Robert Wachman). (MSE)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of State, Washington, DC. Bureau of Refugee Programs.
Authoring Institution: Center for Applied Linguistics, Washington, DC.
Identifiers: N/A