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From May through December 1995, a survey was conducted in the Bosnian language to gather information from resettled refugees about their perspectives on resettlement and their views on prearrival cultural orientation. Thirty-eight voluntary agencies distributed questionnaires, and nearly 200 Bosnians from 18 communities replied. Most respondents were male (63%), married (60%), and had either a secondary education (45%) or a university education (35%). More than half came to the United States as referrals from the United Nations High Command for Refugees, but few had attended prearrival cultural orientation. Those who had offered suggestions to make the introduction to the United States more realistic. The war in Bosnia had interrupted the education of 30 respondents, and more than two-thirds indicated that they were at a beginning level in English on arrival. Many commented on difficulties in having their diplomas recognized in the United States, and others commented on the high cost of higher education in the United States. Almost without exception respondents were positive about their children's adjustment to school. Nearly all commented on major differences between Bosnian and U.S. school systems, many noting that school in the United States is simpler, less comprehensive, and not as demanding as in Bosnia. About two-thirds were employed, and many noted work-related problems. More than half found their adjustment to the United States easy, but about 40% found it difficult. An appendix contains an English translation of the survey. (Contains one table.) (SLD)

The Kurds are a distinct group of people who have inhabited the Middle East for as long as there have been written records. The Kurds are the second largest ethnic group in Iraq and Turkey and the third largest group in Iran. In 1975 and 1976, Kurdish refugees from Iraq were admitted to the United States after the failure of their attempt to achieve autonomy from the Iraqi government. Just after the Persian Gulf War in 1991, Iraqi Kurds again rebelled against the Saddam Hussein government of Iraq. The persecution they experienced led to the establishment of Operation Provide Comfort and the protective no-fly zone. Thousands of Kurds fled their home land to Turkey and were eventually resettled in the United States. This fact sheet provides background information about the Iraqi Kurds and discusses the ways their culture and history might affect their resettlement in the United States. The Kurds are overwhelmingly Muslim, and many aspects of their daily life are determined by Muslim customs and requirements. Concrete suggestions are offered to help Kurdish refugees adapt to life in the United States. Because of the relative formality of their own society, those who are interested in helping Kurds with acculturation would do well to take a rather formal approach and to work to encourage a positive attitude toward the national government, something Kurds by history and culture may not find congenial. (Contains 21 references, a sampling of web sites and 1 map.) (SLD)

This fact sheet is designed to give those working with newly arrived Cubans in the United States a brief refresher on Cuban geography and history, especially the history of Cuba's relations with the United States. It reviews events that have brought Cubans to the United States, and discusses the values newcomers are likely to have brought with them and the repercussions these values might have for resettlement in this country. In discussions about Cubans coming to the United States, it is important to distinguish between immigrants who have come as a result of normal immigration visas and those who have left their native country without permission of their government. There are well over a million Cubans in the United States, with the majority in Florida. The most recent wave of Cuban arrivals peaked in the summer of 1994 after the dissolution of the Soviet Union and the economic changes it brought to Cuba. There is a perception that this wave of refugees, also termed parolees, is in general well-educated, professional, and highly motivated, and that these most recent arrivals are being absorbed into the community of Miami (Florida) with a minimum of problems. (Contains 39 references.) (SLD)

Iraqi refugees are coming to the United States after years of war and internal conflict, and they bring with them an ancient history. This booklet gives an overview of the land, the people, and the history of Iraq, with a description of the circumstances that compel these refugees to leave their native land. The people who live in Iraq represent a number of ethnic groups, physical types, and languages. Approximately 77 percent of the population are Arabs, about 19 percent are Kurds, and the rest are a variety of different groups. Nearly all follow Islam, and all speak at least a few words of Arabic, the state language. Regardless of social class, the most powerful unit in Arab society is the extended family or tribe. Iraq has never been a region of harmony, and the traditional tensions between ethnic groups have worsened due to recent political events and the embargo against Iraq. Everyday behavior among Arabs reflects much of Islamic beliefs and culture, and many of these cultural traditions are brought to this country by refugees. Cultural traditions common to many Iraqis are outlined, and a discussion of the Arabic language is presented. An annotated bibliography lists 37 books and articles about Iraq. (SLD)

This booklet is a basic introduction to the people, history, and culture of Bosnia (a republic of the former Yugoslavia), with a particular focus on Bosnian Moslems. The booklet is designed primarily for American service providers and sponsors. Particular sections address the following: the Bosnian people; geography; history; educational and vocational backgrounds of Bosnians; religion; art; food and dress; festivities; names; social structure; knowledge of English; the Serbo-Croatian language (pronunciation, articles, nouns, prepositions, and implications for English-as-a-Second-Language (ESL) study. Appended materials include an annotated bibliography; ESL resources a glossary; information on music, pronunciation, and names; and basic Serbo-Croatian vocabulary. (VWL)

A program to prepare refugee adolescents for secondary school experiences in the United States is described. The program, conducted in overseas refugee camps, began in 1985 as a complement to adult transitional programs. The daily program is designed to simulate the schedule and classroom procedures of a typical U.S. secondary school. Classes include three periods of English-as-a-Second-Language (ESL) instruction (one each for listening/speaking skills, grammar, literacy instruction), one of basic math, and two of American studies. ESL instruction focuses on language for communication and academic purposes, taught thematically. Methodology is eclectic, uses individual and small group instruction, and emphasizes basic school and study skills and literacy. The mathematics curriculum prepares students for formal math courses by teaching computational math and math language. The American studies curriculum contrasts American and Asian cultures, preparing students for culture shock through opportunities to make decisions, solve problems, and resolve conflicts. The need for strong cultural identity is emphasized. Extracurricular activities, parent involvement, guidance counseling, and linkages with U.S. schools are described briefly. Appended materials include lists of ESL topics and language functions, math competencies, American studies teaching points, student handouts and profile forms, and a teacher evaluation checklist. (MSE)

The origins, rationale, and design of a program to prepare refugee children for elementary school experiences in the United States are described. The program, conducted in overseas refugee camps, began in 1987 as a complement to adult transitional programs. All children receive 18 weeks of instruction, with a schedule and activities similar to those found in a typical U.S. elementary school. The largest single block of school time is spent on English-as-a-Second-Language (ESL) instruction, taught thematically through a variety of activities integrating language skills (listening, speaking, reading, writing) and science and social studies content instruction. Additional time is devoted to English literacy, mathematics, and enrichment activities. The report describes program structure briefly; the bulk of the report is an explanation of guiding principles underlying the program, methodologies used for oral language development (the natural approach) and literacy development (whole language approach), and a list of classroom instructional materials used, with publishers' addresses. (MSE)

A national survey concerning the experiences of young adult Southeast Asian refugees during their first 2 years in the United States is reported. The study gathered information in 11 cities from 6 groups: state refugee coordinators, voluntary agencies and mutual assistance associations, higher education representatives (adult education, community and junior colleges, and vocational institutions), high school educators, employers, and the young adults. The report presents results from each of these groups separately and summarizes the findings. A major finding was that all respondents identified English language training as the most important refugee resettlement need. Additional findings were that: (1) most young adult refugees attended school during their first 6 months of resettlement, and after 18 months, more than a third were in school; (2) English and understanding rules and regulations are the two main difficulties of new arrivals, both in school and on the job; and (3) recommendations for additional offerings in the refugee processing centers included more English instruction, cultural orientation, and vocational training, specifically focusing on career planning, the U.S. school system, U.S. laws and legal system, social behavior, and the reality of living in the United States. The six survey forms are appended. (MSE)

A report on the situation of recent Southeast Asian refugees to the United States describes the experiences and feelings of three young adults in an urban class in English as a second language (ESL). The story is a synthesis of the experiences of many refugees, using information drawn from earlier surveys and interviews. The three students are Vietnamese, Laotian, and Cambodian, and an adult education ESL teacher and a high school ESL teacher are also principal characters in the story. Thirty-one potential points of discussion are noted in the margins and expanded on in an appendix. (MSE)

A survey of Polish and Romanian refugees, service providers who help with their resettlement, and refugee employers collected information about the refugees' resettlement experiences in order to update and refine cultural orientation (CO) training. The results show that these refugees have adjusted successfully to their new lives, have found employment, and have overcome the obstacles inherent in resettlement. The adjustment has been facilitated by CO training in several areas. In general, the employers praised their Eastern European employees highly, and the voluntary agencies agreed that despite conflicts between the refugees' expectations and the agencies' goals, their clients were able to adjust fairly well within 6-12 months. All groups viewed the CO training favorably, and requested that the curriculum topics be augmented with more practical information and English language instruction and that the course time be lengthened. The report gives an overview of the study, outlines one-way variable results, presents comparison results, and includes the questionnaire forms used for the three survey groups. (MSE)

The Preparation for American Secondary Schools (PASS) program, added to the federal Overseas Refugee Training Program in 1985, was evaluated for its effectiveness in preparing Southeast Asian refugees for American education. The study compared the school performance of students with PASS training to that of students who did not receive PASS training. Evaluation was by (1) teacher comparison of refugee students' preparation and (2) teacher ratings of student performance in five skill areas: English proficiency, English literacy, computation, school/study skills, and cultural orientation. PASS students were generally found to outperform non-PASS students in all preparation and skill areas tested, and the training was found to be especially effective for students with little or no previous education. The PASS program has had considerable success in meeting its fundamental goal of helping students acquire the self-confidence needed for academic and social success in American secondary schools, and should be viewed as an essential part of the overall refugee training program. (MSE)

Preparing Refugees for Elementary Programs (PREP) is a federal program to prepare young refugee children for further learning in the United States. Findings from current research on how children learn to speak, read, and write were used to design the curriculum. All children receive 18 weeks of full-time instruction, during which their parents also study English and cultural and work orientation. The weekly schedule and activities are typical of those in an American school. The largest single block of scheduled time is for English language dealing with familiar topics in school and daily life. One hour a day is devoted to reading and writing. Eight 30-minute periods a week are devoted to math instruction, and additional time is allotted for recess and enrichment activities. The program uses the natural language approach to oral language development, and whole language approaches to literacy development, including shared reading with big books, the language experience approach to reading content, sustained silent reading, dictated stories, dialogue journal writing, and creative writing exercises. (MSE)

The resettlement experiences of a Laotian family in a Midwestern agricultural community is studied. The characters and places are fictitious, but the story is based on actual experiences of refugee families resettling in areas without a heavy refugee influx. The information is drawn from interviews with refugees of several nationalities and with Americans knowledgeable about refugee resettlement. The story is told from the perspective of a 30-year-old Lao woman, beginning on the day her family decides to leave Laos and proceeding through the first two years in the United States. Characters include the Lao extended family of eight, another Laotian family, and two Americans. The narrative presents the woman's impressions, attitudes, and concerns, and describes general and specific experiences of acculturation and adjustment. Margin notes refer to discussion points made in notes at the end of the text. An evaluation form to be used by readers of the study is also included. (MSE)

The resettlement experiences of a Vietnamese refugee family in an East Coast metropolitan area with a large refugee influx is studied. The report is in the form of a journal written by a family member, but is actually a composite of real experiences based on information gathered from interviews with individuals knowledgeable about refugee resettlement in the area. The family includes a mother, father, three school-age children, and the father's older brother and sister-in-law. The narrative begins on the family's first day in the United States and proceeds through the first year of resettlement. It presents the father's impressions, attitudes, and concerns, and describes general and specific experiences of acculturation and adjustment. Margin notes refer to discussion points made in notes at the end of the text. An evaluation form to be used by readers of the study is also included. (MSE)