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This guide accompanies a videotape that can be used as a tool to help prepare refugees for their life in the United States. The trainers who use this guide can help refugees to process the information that is presented in the video and relate it to their own lives. The activities suggested in the guide focus on the content of the video as well as some of the reactions and expectations that refugees might have when they first arrive in the United States. The activities strive to encourage participation and critical thinking. The video activities have been divided into three types: pre-viewing, viewing and comprehension, and post-viewing. Within each type, there are many suggested activities and handouts, but no one is expected to do every activity. The activities should be thought of as items on a menu to be selected based on the needs of the group and the teacher's own training style. The notebook itself is divided into five parts focusing respectively on: pre-arrival processing, resettlement agencies, and community services; housing and transportation; working in the USA; education, health care, and money management; and cultural adjustment and the rights and responsibilities of refugees. Each lesson begins with an outline of the knowledge, attitudes, and skills that must be addressed during the unit. Numerous handouts, tables, charts, and appendices are included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

A description of the federal Office of Refugee Resettlement's standards and curriculum for its Mainstream English Language Training (MELT) program, first designed in 1983, outlines the principles on which the curriculum is based, its structure, and development over its first 15 years. An introductory section gives background information on the project and its design. The second section explains the adoption of the competency-based approach to English language instruction, the design of the core curriculum, and provision for local curriculum development based on this core. The specific competencies for each instructional level are then listed, and criteria for assessing performance at each level are detailed. Finally, procedures and issues in learner assessment and program accountability are discussed. Appended materials include a list of original MELT program participants, a list of commercial textbook series that incorporate MELT competencies, and oral language, reading, and writing assessment checklists at the beginning level. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This guidebook provides French-speaking refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. The book is distributed to overseas processing agencies, refugees overseas who have been approved for U.S. admission, and service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they arrive in the United States, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10) rights and responsibilities of refugees; and (11) cultural adjustment. Among the topics discussed is that of the American educational system, both for children and adults. A general outline of the public school system includes a discussion of the American tradition of public participation in education. A map of the United States is included. (SLD)

This guidebook provides Bosnian, Croatian, and Serbian refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. The book is distributed to overseas processing agencies, refugees overseas who have been approved for U.S. admission, and service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they arrive in the United States, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10) rights and responsibilities of refugees; and (11) cultural adjustment. Among the topics discussed is that of the American educational system, both for children and adults. A general outline of the public school system includes a discussion of the American tradition of public participation in education. A map of the United States is included. (SLD)

This guidebook provides Somali-speaking refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. The book is distributed to overseas processing agencies, refugees overseas who have been approved for U.S. admission, and service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they arrive in the United States, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10) rights and responsibilities of refugees; and (11) cultural adjustment. Among the topics discussed is that of the American educational system, both for children and adults. A general outline of the public school system includes a discussion of the American tradition of public participation in education. A map of the United States is included. (SLD)

This guidebook provides refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. Available in several languages, the book is distributed to overseas processing agencies and refugees overseas who have been approved for U.S. admission. It is also distributed to service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they enter the country, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10) rights and responsibilities of refugees; and (11) cultural adjustment. Among the topics discussed is that of the American educational system, both for children and for adults. A general outline of the public school system includes a discussion of the American tradition of public participation in education. A map of the United States is included. (SLD)

This resettlement guide, entirely in Spanish, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. Subjects covered in this guide include pre-arrival procedures, admissions criteria, immigrant's statement of understanding, travel costs and U.S. Customs; resettlement procedures, immigrants' responsibilities, financial aid and sponsors; refugee status, permanent resident status and citizenship status; cultural adjustment; types of employment in the United States; social security, unemployment compensation, workers' compensation, life insurance, medical insurance, retirement plans, sick leave and vacation; pay and deductions; job searching and resume preparation; budgeting; shopping and sources for shopping information; warranties, returning merchandise and using credit; banking services, checking accounts, saving accounts, automated teller machines, loans and safety deposit boxes; education for children, some common school problems and parental responsibilities; adult education, vocational and technical schools, colleges and universities and military service; social services, public health, private doctors, clinics, hospitals, emergency medical services, dentists and payment for medical services; political structure of the United States, legal assistance and law enforcement; and religion in American life. (CK)

This guide, designed for Iraqi speakers of Arabic who are refugees or immigrants to the United States, offers basic information on daily life, customs, and social behavior expectations. It begins with information about immigration laws and requirements, and proceeds to these topics: employment types and practices; employment benefits; taxes; job search; resumes (with both Arabic and English text) and qualifications; public services and utilities; shopping; banking; the educational system at all levels; English language instruction; laws and politics; religion in American life; legal services; etiquette; the American monetary system; weights and measures; and holidays. The text is entirely in Arabic, with subtitles translated into English. (MSE)

This resettlement guide, entirely in Farsi, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

This resettlement guide, entirely in Vietnamese, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days, and a list of voluntary agencies, are contained in final chapters. (MSE)

This resettlement guide, entirely in Armenian, describes the initial stage of resettlement and the processes that refugees undergo as new arrivals. The information is intended to prepare refugees for the first few weeks in an American community and to explain fundamental aspects of American life. An initial chapter outlines issues in pre-arrival arrangements, resettlement, and legal status, also explaining some common refugee misconceptions about their reception and status. Subsequent chapters describe aspects of employment in the United States (employment and benefit types, pay, getting a job, and job mobility); income and expenditures (budgeting, shopping, and banking services); education systems for children and adults; the American social, political, and religious system (including social services, the health care system, government and law, religion in American life, and church sponsorship); and daily living (personal communication, papers to carry, cars, alcohol, privacy, punctuality, personal habits, social conventions, money matters, and weights and measures). Notes on American holidays and special days and a list of voluntary agencies are contained in final chapters. (MSE)

The uneven but continuing emigration of Soviet Jews since 1972 has been brought about by government policies that are all but openly anti-Semitic. More than 80,000 of these refugees have settled in the United States, many in New York City. They come from a population that is highly urbanized and well educated. Most speak Russian but identify themselves as Jews, even though only a minority maintain active contact with their religion. Their history in the Soviet Union is long and complex, with recurring repression and, for much of their history, restriction within a "Pale of Settlement." Many of them have some knowledge of a second language that will be useful to anyone who tries to teach them English. The English instructor further benefits from an awareness of certain characteristics of Russian, such as the many differences in consonant sounds from English. (JB)

The purpose of this guide is to provide background information on the ethnic Chinese refugees from Vietnam, Cambodia, and Laos that will be of interest and use to educators working with these refugees. The guide consists of four sections: (1) a brief history of the Chinese communities in Southeast Asia; (2) a more detailed discussion of the Chinese in Vietnam, and the events leading to the massive exodus of ethnic Chinese from Vietnam in the spring and summer of 1979; (3) an account of education in the Chinese communities in Indochina, and the ramifications for education for the ethnic Chinese refugees in the U.S.; and (4) a brief, annotated bibliography of books and articles on the subject. (Author)

This guide brings together two articles on the teaching of reading to Indochinese refugee adults who are illiterate, semiliterate, or non-Roman alphabet literate. In "Teaching Literacy to Adult Non-Native Speakers of English," Don Ranard addresses the questions of placement in literacy classes, native vs. English literacy, teaching reading and other language skills concurrently, applicability of reading research, and objectives. The whole word method is advocated over the phonic method. A specific program is described and illustrated with a sample lesson. In "Literacy Training for Limited English Speaking Adult Learners," Wayne W. Haverson describes a program that emphasizes minimum competencies in pre-reading skills, survival skills, symbol writing, sight word reading, phonics, and spoken language with written forms exemplified by language experience stories. Examples of exercises in each area are included. (JB)

The purpose of this guide is to provide information on the Lao language and alphabet for the use of Americans who are teaching English to ethnic Lao refugees, and to provide English pronunciation lessons dealing with the particular problems Lao speakers have. Examples of Lao words and sentences are given throughout the guide, mostly in a phonetic alphabet. Sections are devoted to the characteristics of the Lao language, to the Lao alphabet, and to specific English pronunciation lessons. Sources for further reference are appended. (Author/JB)

This guide for establishing a program to instruct adult refugees in English as a second language (ESL) emphasizes the organization of volunteers. The first step in setting up a volunteer program is information gathering, including the identification of needs, resources, students, and volunteers. Procedures are set forth for hiring, screening, and orienting the staff. A basic but thorough introduction to teaching ESL is presented, with a description of the most commonly used teaching methods. Methodology and material selection are combined in a discussion of lesson preparation, which includes a sample lesson plan. The implementation of lesson plans in the classroom is discussed at length. A selected, annotated bibliography of ESL textbooks and suggested teacher resources is appended. (JB)

As an introduction to Afghani refugees in the United States, this report discusses various aspects of Afghani life both in the U.S. and Afghanistan. Within the discussion of Afghani cultural background, Afghani history, geography, livelihood, language, ethnicity, religion, art, food and dress, festivities, names, and social structure are reviewed. The section on education reveals that modern education has not yet had a wide-spread impact in Afghanistan. A review of the Afghani languages of Pashto and Dari points to possible problems for the Afghani English as a second language student. Issues covered are: (1) the pronunciation of consonants, (2) the pronunciation of vowels, (3) articles, (4) basic word order, and (5) modification of verbs. Based on this review of Afghani culture and language, implications for refugee orientation are discussed. (JK)

Teaching English as a second language (ESL) to competencies requires that the instructional focus be on functional competencies and life-coping skills while developing the spoken and/or written English structures necessary to perform these skills. A step-by-step approach to develop and implement a competency-based approach to ESL for adults is outlined. The outline and discussion are presented in four parts: (1) a review of competencies and Adult Basic Education with special attention to the Adult Performance Level Study; (2) an annotated list of the advantages and problems of using a competency-based approach to adult ESL; (3) a program for developing a competency-based approach which includes identifying needs, writing competency statements, specifying the content of teaching objectives, and examples of lesson plans for teaching the same competencies at different levels and for sequencing competencies to spiral the content of lessons; and (4) a discussion of performance testing. A bibliography of suggested resources and an annotated bibliography of materials for use in competency-based ESL programs are appended. (AMH)

As an introduction to Armenian refugees in the United States, this report discusses various aspects of Armenian life both in the U.S. and the Soviet Union. The general introduction includes a review of migration patterns, religion, arts, names, and social structure. Within the discussion of Armenian cultural background, Armenian history, geography, employment, and language are reviewed. The section on educational background reviews the Armenian school system, higher education, and implications for education. A review of Modern Eastern Armenian points to possible problems for the Armenian English as a second language student. Based on this review of Armenian culture and language, implications for refugee orientation are discussed. (JK)

The term "Mien" is used to describe several mountain peoples of Southeast Asia, who migrated from China in the 18th and 19th centuries. Their strong family structure serves their agricultural way of life. The language, though tonal, exhibits many similarities to English. Religious beliefs are animistic, centering around spirits of ancestors, the home, and nature. Mythological designs find their way into artwork, which is predominantly bodily adornments. The several names given to boys include a spirit name. Having been forced to move from place to place for centuries, the Mien are in general uneducated, though a few are conversant with Chinese and with the special knowledge needed by shamans. Recent contacts with other indigenous Southeast Asians, and with Americans, have resulted in a slight broadening of the educational base. Mien customs, many centering around fear of evil spirits, should be known and respected by Americans responsible for their orientation in this country. Conversational customs are especially important to those who want to communicate with the Mien. Teachers of English as a second language should bear in mind certain characteristics of the Mien language, such as the small number of final consonants. (JB)

A conference of 15 experts in English as a second language (ESL) from Indochinese programs across the country arrived at a consensus regarding the characteristics of an effective ESL program. Prior to ESL instruction, student needs must be addressed, including basic living needs, orientation in the native language, and seeking the collaboration of various agencies. Refugees must be viewed as having special requirements. Program design will take into consideration such aspects of refugee background as ethnic origin, education, literacy, English proficiency, and individual goals. The setting for the program may be non-formal, a single multi-level class, a center, or an on-job site. The ESL instructional focus may be on survival training, literacy, basic skills, vocational instruction, or English for specific occupational purposes. Each of these focuses is defined; clients to be served, method of delivery, intensity of instruction, program content, desirable outcome, and special considerations are all specified. All information is presented in outline form. (JB)

Hundreds of thousands of Ethiopians have been forced to flee their country by a repressive regime, a civil war, and an international conflict. These people inhabited a highland plateau cut by deep river valleys and bordered by seas, deserts, and jungles. Ethiopians have diverse backgrounds and speak many languages. Through their long history they have been largely free from outside domination, and have therefore developed a unique culture as evidenced by styles of food, dress, time measurement, and literature. Ethiopians in African refugee camps are for the most part illiterate and desperate. By contrast, the few thousand who have made their way to the United States are educated and anxious to get on with their lives. For all, however, the future is unknown. (Author)

The purpose of this report is to acquaint the reader with the culture of the refugees entering American schools, to identify some of the educational problems they and educators face, and to help identify solutions or possibilities within educational management terms. In the first section of the report, the values, customs, traditions, beliefs, and histories of the recent refugees from Indochina are discussed. This section is of primary importance due to the fact that many areas of interaction can create practical problems if school personnel and refugees are unaware of the differences in their behavioral patterns. The second section of the report deals with educational problems and discusses traditional education and education in refugee camps, bilingual education, enrollment and placement, learning English, bilingual aides, and social adjustment. Sample evaluation tests of reading, writing, alphabet, literacy, arithmetic, Arabic numerals, and oral language skills are included. Section three consists of a directory of organizational resources and publications for serving Indochinese students. (JK)

Adult refugee English as a second language (ESL) programs are often mandated to serve all who sign up for instruction, a requirement that results in multilevel classes. This guide describes and discusses this and other factors which contribute to the existence of multilevel and/or heterogeneous classes, and provides some practical approaches and techniques for dealing with them. The first section describes four factors in heterogeneous classes and indicates methods for dealing with them. The factors discussed are: open entry-open exit programs, the grouping of literate and non-literate students in the same class, wide age differences in the same class, and the mixing of different cultural groups. The second section outlines six sets of approaches, techniques, and activities and describes how and when they can be used to best advantage. The approaches discussed are: (1) ice-breakers to help decrease possible feelings of inferiority or insecurity on the part of weaker students; (2) grouping according to skill abilities; (3) using aides and volunteers effectively; (4) treating each class session as an independent unit or module; (5) organizing the classroom as a resource lab; and (6) a variety of class exercises under the headings of language experience stories, strip stories, and cloze procedure. A list of selected readings and resources for activities and games completes the guide. (AMH)

This guide has three sections dealing with information of use to persons involved in teaching English as a second language (ESL) to Cubans. First, it provides information on the current Cuban educational system and the level of literacy found among Cuban adults in Cuba. Secondly, it gives a brief overview of the Spanish spoken in Cuba with special attention to its pronunciation and spelling. Finally, it presents teaching materials that deal with the particular pronunciation problems Cuban students might have in learning English. In this final section, the major points of difference between English and Cuban Spanish pronunciation are presented in chart form and 33 pronunciation lessons are outlined. The lessons consist of minimal pairs, minimal sentences, practice sentences, and notes. A detailed development of the first lesson is given to illustrate how the lessons can be presented to a class. (AMH)

Three aspects of instruction in English for Special Purposes (ESP) in the workplace are discussed with emphasis on the partnership between the ESL teacher, the employer and supervisors, and the worker with a limited knowledge of English. First, a plan for defining needs is outlined, which involves discussion of numbers and types of students, ways to group them, scheduling, location of the course, financing, and materials. The needs analysis also involves: (1) observing the work-site; (2) conversing with workers, noting language functions, various methods of assessing English language levels, and reading and writing skills; and (3) establishing a profile of ways in which English serves the learner/worker on the job. The second area discussed is program design, that is, a step-by-step process for setting up the program, defining the objectives and working out activities and approaches to evaluation. The final section outlines the steps taken to develop one successful ESP course and describes methods and materials in the course as it progressed. (AMH)

This guide is designed to help trainees plan, conduct, and evaluate workshops to assist others in providing cultural orientation (CO) programs for refugees. CO is seen as a continuous learning process, involving a two-way exchange of information and skills. Awareness is developed of: (1) differences and similarities in behavior, attitudes, and values; (2) knowledge of the reasons that underlie these similarities and differences; and (3) skills in acting effectively with people of different cultures. The first step in structuring orientation is seen as the identification of clear training objectives. Since cross-cultural orientation is needed by all people who will come into contact with refugees, objectives for cultural orientation will vary. Typical objectives of cultural orientation are identified under the headings of awareness, knowledge, and skills. Attention is also directed to the following areas: conducting a needs assessment for providers of cultural orientation, setting workshop objectives, selecting training methods, developing the workshop content and agenda, and evaluating the workshop. Materials include references, examples of workshop agendas, a matrix of training models, a summary of the refugee resettlement process, a description of a simulation game, a list of regional and state refugee coordinators, a list of national voluntary agencies, and a list of selected organizations active in cross-cultural training. (SW)

This packet is presented for use as a trainer's manual in offering technical assistance and teacher training to refugee English as a second language (ESL) programs. It is the result of a working session of experienced professionals that was convened by the Language and Orientation Resource Center (LORC), and it presumes some previous knowledge of the content as well as experience on the part of those who will use it. The manual consists of six sections: an introduction, definitions of technical assistance which the trainer may be asked to provide, a description of the keys to effective training, topics of concern to the trainer and to the ESL client, the planning and presentation of workshops, and a discussion of resources. It is noted that the third section is the core of the manual because this section provides the trainer with the basis on which to develop any training session regardless of topic. In addition, this section presents the content that should be taught to other trainers. (Author/AMH)