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ERIC Number: ED376749
Record Type: RIE
Publication Date: 1994-Jan-30
Reference Count: N/A
Hmong Adult Literacy Project. Final Report.
Herrell, Adrienne; And Others
Results of the Hmong Adult Literacy Program and related research efforts at California State University, Fresno are reported. The project offered English literacy classes to adults of the Hmong immigrant community from January 1993 through January 1994, employing seven Hmong teachers and four Hmong college students for translation and child care. Program activities included a newsletter prepared by parents and teachers, liaison with another Hmong literacy project (including communication between Hmong parents at each site), math literacy instruction, community involvement, computer-assisted instruction, literacy testing, and dissemination of program results. A principal research effort was an ethnographic study of Hmong adult learning behaviors. Results, reported here, include findings about cooperative learning behavior, concern with explicit direction and learning through example, humility, laughter, saving face, interaction with teachers, characteristics of effective teachers, reading aloud and speaking while writing, learning strategies, and motivation and literacy usage. Program effects on the children were also investigated. Implications for Hmong literacy instruction are discussed. Appended materials include a list of staff, class schedule, issues of the parent newsletter, sample math literacy materials, community integration materials, and sample student assessment materials. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Acculturation, Adult Basic Education, Adult Literacy, Classroom Communication, Computer Assisted Instruction, Cooperative Learning, Cultural Traits, English (Second Language), Ethnography, Hmong People, Immigrants, Land Settlement, Learning Strategies, Literacy Education, Mathematics Instruction, Numeracy, Program Descriptions, School Community Relationship, Second Language Programs, Student Behavior, Teacher Characteristics, Teacher Effectiveness, Teacher Student Relationship, Testing
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. for Literacy, Washington, DC.
Authoring Institution: California State Univ., Fresno.