Amerasians and ESOL: Responding to Their Needs.

Autor/inn/en	Ames, Harold; und weitere
Titel	Amerasians and ESOL: Responding to Their Needs.
Quelle	(1989), (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Agency Role; Asian Americans; Communication Skills; Employment Potential; English (Second Language); Females; Job Skills; Mothers; Parent Role; Refugees; Second Language Programs; Skill Development; Student Needs + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Kommunikationsstil; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Weibliches Geschlecht; Produktive Fertigkeit; Mother; Mutter; Parental role; Elternrolle; Flüchtling; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The Takoma Park (Maryland) Adult Education Refugee Center offers intensive programs for adults granted refugee or asylum status. Recently, adult Asian children of Americans stationed in Vietnam have entered the center's programs. Program goals include the development of students' cultural communication and English language skills needed for competing in the job market. Language skills are taught in conjunction with specific job types. Anecdotal observations of Amerasians in the programs include these: young women have generally had more schooling than men, are better equipped to deal with the American educational setting, have worked hard, have good relationships with their mothers, and have learned to combine Vietnamese politeness with American flexibility. Mothers entering the program with or after their children had varied success with language learning, with most difficulty in reading and writing. The most obvious needs of the students include English language skills, American work habits, and employment skills. However, progress in those skills depends on attention to personal and developmental needs, because this population may be undergoing adolescent personality integration, changing family roles, and culture shock simultaneously. Several strategies have been found effective in response to students' needs in the areas of role models, personal associations, cultural identification, self-confidence, and language. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC