In teaching introductory English as a second language to nonliterate adult refugees, the focus should initially be on oral skills. The literature on characteristics of recent Southeast Asian refugees and suggested curriculum strategies is reviewed in order to determine the appropriate curriculum and methods for this group. A curriculum for nonliterate refugees should separate speaking and listening skills from reading and writing skills. The naturalistic approach to language instruction should be combined with practice drills that cover a syllabus of important structures, patterns, and vocabulary. Introduction of oral and aural skills permits the student to develop verbal abilities unhindered by the slower development of literacy skills. (RW)