il. spons agency d.c. pub date note 54p. pub … orientation lessons 23-38 list of resources 39...

ED 321 617

TITLEINOTITUTION

SPONS AGENCY

PUB DATENOTEPUB TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

FL 800 236

Developing Cultural Orientation Materials.Northwest Educational Cooperative, Arlington Heights,IL.

Office of Refugee Resettlement (DHHS), Washington,D.C.

Jan 8354p.

Guides - Classroom Use - Guides (For Teachers) (052)-- Tests/Evaluation Instruments (160)

MF01/PC03 Plus Postage.Bilingual Education; *C.ass Cultural Training;Culture Contact; Curriculum Guides; InserviceEducation; *InstructionaJ Materials; Lesson Plans;Material Development; Questionnaires; *Refugees;Teacher Education; Teacher Educators; WorkshopsSoutheast Asians

Cultural orientation, teaching about a new cultureand the skills needed to operate within it, is a critical componentof refugee services programs. This handbook was developed at a 2-dayworkshop spon^ored by the Northwest Educational Cooperative (NEC) andis designed to help improve the competencies of teacher trainers andbilingual staff responsible for providing cultural orientation. Thehandbook is divided into three sections. Section 1 consists ofworkshop handouts including a questionnaire aimed at determiningparticipants' opinions about, and knowledge of cultural orientationprograms, and a curriculum guide for such a program. Section 2 is areview of existing bilingual materials, including a listing of thelanguage and purpose of materials housed in the NEC's library.Section 3 is a selection of cultural orientation lesson plans ontopics such as the sponsor/rPfugae rlationship, social customs, andusing public transportation. The cultural-specific materials in thishandbook were taken from materials used in Southeast Asian refugeecamps. A bibliography of selected bilingual cultural orientationmaterials, and sample cultural orientation lessons are included. (JL)(Adjunct ERIC Clearinghouse on Literacy Education)

Reproductions supplied by EDRS are the best that can be madefrom the original document. se

ts.,EP.TWENi ue EDUCATIONOffice of Educational Research

and ImprovementEDUCATIONAL RESOLIRC:3 INFORMATION

CENTEN (ERIC))(This document has been reproduced as/ ece,ved trom the persim ur 3rOant2atiorprig natng

AA nor c hanger have nee- made to aro, .iverepoduction Quality

P3ints of view or opinicnsstated n thisaocumeet do not necessarily represent officialOM position or policy

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

-erCt

TO THE EDUCATIONAL RESOJRCESINFORMATION CENTER IERIO)

SW MS MN NI

NORTHWEST EDUCATIONAL COOPERATIVE

REGION V TECHNICAL ASSISTANCE PROJECT

DEVELOPING CULTURAL ORIENTATION MATERIALS

Presentors: Linda MrowickiTipawan Reed

Jill Ginsberg

Participants and Name of Program

Chicgo Urban Skills InstituteCuban-Haitian Entrant Program

Elgin YWCA Refugee ProgramElgin

IDPA - Office of Refugee ResettlementIDPA - "

Man ivan Sayavong

Thavisouk VonsagaSavat KbemDJU TapXiong HuHe an Mam

Bravo SinephimmachacKhoi Quoc NguyenTu Van NguyenShirley Chow

Jewish Vocational Services

Joliet Township High School Refugee ProgramJolietVietnamese Community of DeKalb CountyVietnamese "

World Relief

NORTHWEST EDUCATIONAL COOPERATIVE500 S. DWYER AVENUE

ARLINGTON 4EIGHTS, IL 60005

January 13-14, 1983

(Funded by: Office of Refugee Resettlement, Health and HumanServices, Region V)

3

TABLE OF CONTENTS

Pages

AGENDA 1

WORKSHOP HANDOUTS

. Cultural Orientation Goals -Values Clarification Worksheet 2

. Objectives 3-4

. Sections of the Cultural Orientation 5-14Curriculum Guide

. Lesson Formats 15-17

. Selected Activities 18-20

BIBLIOGRAPHY OF SELECTED BILINGUAL CULTURALORIENTATION MATERIALS 21-22

CULTURAL ORIENTATION LESSONS 23-38

LIST OF RESOURCES 39

INTRODUCTION

"Developing Cultural Orientation Materials" is the first of four workshops

funded by Region V, Health and Human Services. The goal of the entire series is

to improve the competencies of refugee service provided staff.

Cultural Orientation has always been considered a critical component in the

refugee program. Without an intensive comprehensive orientation conducted in

the refugee's own language, his or her adjustment to the program, community, and

United States society will be extremely difficult.

Often cultural orientation is given a very limited definition - it is thought of

as informing the refugee about life in the United States. Actually the scope of

cultural orientation is much broader. From the program's perspective, cultural

orientation is the dissemination of information, the teaching of skills and the

mutual exploration of and comparison between the United States and the refugees'

values and attitudes. To the refugee, successful participation in a cultural

orientation component means that he or she must demonstrate comprehension of the

imformation, demonstrate skills, and make choices which reflect a clear

understanding of the refugee's own value system as well as the value system of

the United State:.

The bilingual staff person has the responsibility for providing the above. As

such, he or she is a professional who needs to be well-trained in both the

content areas of cultural orientation as well as the process of education and

training. Because of the importance of cultural orientation, the first

practitioner's workshop was devoted to improving staff skills and developing

materials. The two-day workshop consisted of an overview of the goals of

cultural orientation, a review of existing materials, a presentation of the

orientation materials used in the Southeast Asian camps, an introduction to

three types of lesson formats, and the actual development of lessons.

5

This handbook was developed as a result of the workshop. It is divided into

three sections:

I. Workshop handouts

II. Review of existing bilingual materials

III. Cultural Orientation lessons

The Northwest Educational Cooperative hopes that readers will find these

materials a useful resource to both teacher-trainers and bilingual staff who

wish to learn more about the process of providing cultural orientation.

Interested readers who have questions or would like further imformation about

this handbook or the workshop series are welcome to call Linda Mrowicki at (312)

870-4166.

Linda Mrowicki

March, 1983

6

DayOne:

DayTwo:

AGENDA

TopicObjectives 77571.171pants

Will be Able 'co:

Goals of cultural orientation State the four goal, of cu.turalmaterials:

information-givingskill-buildingvalues clarificationattitude exploration

orientation -aterials

Overview of existing materials Identify examples of materialsfor each goal.

C'iltural Orientation in the Identify the content and method-refugee camps ology for C.O. used in the camps

C.C. lesson format List the stages and activitiesof a C.O. lesson

C.O. lesson planning Determine topics far the work-shop lessons

Determine lesson objectives

C.O. lesson writing Write lessons which can be usedby refugee service providersand MAA's

7

1

WORKSHOP HANDOUTS

WORKSHEET

1. Cultural orientation is most effectively conducted in the native language.

Strongly Slightly No Slightly StronglyDisagree Disagree Opinion Agree Agree

2. The major goal of 'cultural orientation is to give refugees informationabout American culture.

Strongly Slightly No Slightly StronglyDisagree Disagree Opinion Agree Agree

3. The main responsibility of a cultural orientation teacher is to teachclients to make their own choices.

Strongly Slightly No Slightly StronglyPisagree Disagree Opinion Agree Agree

9

2

WORKSHEET

A. Read the objectives. Are they for information, skills, or values?

1. Clients can list three sources for finding out about job openings.

Information Skills Values

2. Clients can read and understand a want ad.


3. Clients can use a time clock.


4. Clients can fill out an application form.


5. Clients can describe why "American" women work and express theirideas about it.

Information Skills

B. The topic is "upward mobility."Can you think of some objectives for this topic?

1. Information:

2. Skills:

3. Values:

3

10

Values

EMPLOYMENT

28. Students can describe common entry-level jobs in the U.S.

29. Students understand the concept of upward mobility.

30. Students can describe ways of finding employment.

31. Students understand the American attitude regarding separation

of work from leisure time..

32. Students can assess and describe their own work experience and

skills.

33. Students can provide the following basic personal employment data:

name, address, and birthdatesocial security number (once obtained in U.S.)immigration statusprevious jobs heldlevel of education attained

34. Students can describe steps in preparing for a job interview:

learn about the jobassess skills in relation to the jobgather important documents, i.e. 1-94 and Social

Security card

35. Students can demonstrate appropriate behavior at a job interview:

getting to the interview on time

personal appearancemanner and gesturesself-assertivenessclarification of job responsibilities if hired

36. Students can describe typical working hours and job benefits.

37. Students can describe common responsibilities of employees:

perform productivelybe punctualnotify employer when sickcooperate with co-workersgive notice of resignation

38. Students can describe cultural differences in factors affecting

on-the-job relations:

status of the employerpace of work and social climateresolving conflicts

Cultural Orienation Resource Manual - Center for Applied Linguistics, et.al., 1982

114

12

. jim - 11111 - - NIP MI MN MI

DESCRIPTION OF CULTURAL ORIENTATION CONTENT

The following abbreviated statements are a summary of concepts and skills in which students completingthe cultural orientation component of the Intensive ESL/CO Program have been trained.

CLASSROOM ORIENTATION: teacher-student relationships; appropriate classroom behavior; asking forclarification

TIME MANAGEMENT: punctuality; planning daily schedules; use of appointments

COMMUNICATION:

HOUSING:

name order, greetings; use of telephone; long distance cJlls; emergencysituations; maps

finding a home; appliances and furnishings; household safety ai.d security;conservation of energy; buying and storing foodstuffs; waste disposal; landlordand tenant responsibilities

EMPLOYMENT: entry-level jobs; upward mobility; finding a job; work and play; personal employmentdata; job interview; employer and employee responsibilities; on-the-job relations

CONSUMERISM ANDFINANCE:

COMMUNITY SEkVICES:

American money; safe handling of money; stores and shopping; 0.cks;pay deductions; banking; budgeting; paying bills

support systems; identifying helpers; self-sufficiency and public assistance;educational systems; rights and responsibilities of citizens; role of police;public transportation

HEALTH AND SANITATION: medical facilities; payment procedures; pre-natal and infant care; medicines;preventive health: stress; family planning

multi-ethnic society; role of women; changing family patterns and roles;parental responsibilities

SOCIAL ROLES:

a

RESETTLEMENT ANDSPONSORSHIP: VOLAGs; expectations and responsibilities of refugees and sponsors

THE TRANSIT PROCESS: preparation and travel

Cultural Orientation Resource Manual - Center for Applied Linguistics, et. al., 1982 8/20/82

13

IMP 11,1111 =Liu gm No NE

EMPLOYMENT

/- 1. Attitudes Toward Work

MN_ 1111 Mr MI

OVERVIEWS CARICFURES

American SE Asian American SE Asian

In America, one isjudged primarily by one'swork. Status is achieved,not inherited. In theopen class system, onecan start at the bottomand work pp, Thcamorp,one works, the 'acre oge.can accomplish,,Iffort,,and enthusiasm,arelsward-ed. Americana admire theone who achievessncceeson his own.

In SE Asia, one is

judged primarily byfamily background. One'sstatus and level of edu-cation determine one's, work

One may advance to

.higher levels of respon-sibility, but is likely to.stay with the same organ-ization all of one's life.One does not tempt fateby aspiring beyond one'sstation or means.One's duty is to play outone's life role in haomonywiththe surroundingsand place in society.

For rural SE Asians,work is not easily distin-guished. from other activi-,ties. ..Work and play are

iintertwined.' ,The urbanitemar be more accustomed toa specific job with regu-lar work hours.

Ij

Americans feel thathierarchical socialstructure does not permitindividual growth andadvancement. Too muchemphasis on status pre-vents a competent personfrom getting ahead. Thereis little incentive to

compete, learn and im-prove.

If it'a worth dotng,

worth doing right.(American proverb)

'SE Asians feel thatAmericans place so aluchemphasis on work thatthey do not enjoy life.They expect too much ofin individual. People areurged to set personal .

goals which may be un-realistic.

Taking a job beneathone's status in order toclimb the economic ladderis degrading.

If it's enjoyable, it'sworth doing.

1415

No is NIN s ea NE sus NI am we we IN ow ow En

EMPLOYMENT

2, The Job Interview

OVERVIEWSc

C4RICATURES

American I SE Asian American SE Asian

In America the job In SE Asia the job Americansoften assume The SE Asian wouldinterview is normally an , interview is often a that the submissive regard the self-assertiveopportunity for the formality. Usually one attitude of the SE Asian approach in a job inter-applicant to demonstrate securesemployment . such as avoiding direct view to be improperself-confidence, enthu- through,an intermediary eye contact, indicates,* behavior toward a pros-siasm, and willingness such ae a friend or lack of enthusiasm, con- pective superior.to work. The applicant ,

is expected to talk abouthis abilities, his edu-cation, his past work

.relative. $.1

The applicant isexpected to show respect,gratitude and humility:

fidence and the desireto work hard.

experience and his hopesand plans for the future.

The:employer expects thatin. exchange for hiring the

The interviewer wouldexpect the applicant toask questions abopt hisjob responsibilitieg,"1..about otherconcerpe,per-taining to the job, and,

about oppqrtunitieforadvancement., ', .

,:applicant, he would havelathe applicant's loyaltytiandihis willingness to

iconform.to the demands.made of him.

.

. i ,

.

,

16 17

Ns NI we um ale NI NM INN NM NM i i it i-EMPLOYMENT

3. The Work Place

OVERVIEWS CARICATURES

AmericanI

SE Asian American Si Asian

In the American work-place where time,is Care-

In SE Asia, normally,time is not rigidly ached-

Americana recognizethat you cannot separate

'SE Asians feel thatemployees will be moat

fully planned, and schedr,

uled, hreaks,;,leavesiand,

vacations erelafranged:

uled, Mood may determinethe length of a break orwhether it is taken at

an employee's feelingsfrom his efficiency on thejob. Nevertheless,.empha-

productive when theworkplace fosters happyan4 harmonious relations.

according to theimeat:_ all...Vacations are often sie.must be given to effi-efficient.use 0 timean4 taken by all employees at cient production. Anthe demands gippiduction. the same time. If an employee must not allowEmployees are expected employee's job performance non-work-related concernsto give ample nqtife of.: is deficient, it is the to interfere with his jobany need to make changes. 'responsibility of the performance.Mealtimes and work ached-ules are often staggeredin order to maximize pro-

,employeeto try to under-!stand why. Absences dueto ill-health or other

duction. It is the respon-ireasona are often explain-sibility of theAmplqyee led.after the fact. Employto tell the employer

when he is unable.tq .

perform his taska.Pffinciently.

era. tend to be tolerant of

'those who fail to give!notice.of their intention.tq resign.

.

18 19

NE se ow me smo MI MI I= NM IMO MO MI IIIII 111111

to

EMPLOYMENT

4. On- the -Job Relationships

. OVERVIEWS CARICATURES

American SE Asian American SE Asian

American employersmaintain friendly rela- .

tions with employees andavoid getting involved .

in personal or family !

matters. Employees j

expect to be heard out y

when they have grievances!

or suggestions,.4t suchmatters may,often be I

channeled through a A.. '

spokesman or union !.

representative, It is :

expected that employeeswill conform to decisions'and policies of, the work-1

place, , ....G.. , .

American employees .c1are expected tp pooperateiwith one another..tnemin-1tain on-the-jGb efficien-1cy. Friendships are,not Inecessarily formed with I

one's fellow workers, butrather in clubq or other !groups outside the work-I

place.

SE Asian employersare expected to maintainsocial distance fromemployees. They areexpected to advise or

',help if special problems

.larise, even those outside

. the workplace. Theemployer is expected torecognize differences inability and personality

.when.assigning tasks.The employee expects theboss. to look out for his

.interests, anticipatetproblems, and takeaction to maintain good

.working relationships

.between employees.Emplpyees are likely

. to form strong friend-'ships with their fellow-workers.

.

.

.

Americhns think thatSE Asians are unable tosubordinate personalconcerns to the task ofthe group. An employee,

should take care of hispersonal affairs himselfand on his own time.

Majority rules,

SE Asians feel thatAmericans do not placeenough importance onharmonious relationsamong employees.

.

.

If ;lop are a prince, love

your subjects;

If you are a superi^..,

love your subordinates,liyou are ft grandfather,

love your grand-children,

If you are a headman,love your villagers.

(Lao proverb)

2021

4::= 1111 11111 11111 MN MI NO EN MI MN 11111 11111 NI Mil

22

EMPLOYMENT

I. In Southeast Asia and'he U.S., what kinds of work are prestigious and why?

2. What is the difference between confidence and arrogance in an interview?

3. What is implied by job' success in the U.S. compared with Southeast Asia?

4. What factors are important in determining job advancement? What effect does job advancement haveon an individual's family and lifestyle?

5. Identify some on-the-job practices which illustrate the dictum "time is money". How might this affectinterpersonal relationships?

6. Discuss competition in the workplace in Southeast Asia anal in the U.S. How do others regard thecompetitive individual?

Cultural Orientation Resource Manual - Center for Applied Linguistics, et. al., 1982 23

I

INFORMATION LESSON FORMAT

WHAT

I. Topic and Objectives

II. Activities

Information Presentation

HOW

Oral or Written

Oral presentation or

Written passage

I

IIIIIIIII

III. Evaluation

Comprehension Check

A. Oral questions

Oral answers (group or individual)

B. Oral questionsWritten answers

C. Written questionsWritten answers

24'1

CDMPREHENSION QUESTIDNS

A. Kinds of Questions

1. Yes/No

2. DK

3. Wh words

Simple

Difficult

B. Kinds of Answers

1. The answer comes directly from the text Simple

2. The answer is inferred from the text

I'3. The answer comes from the text and the student'sown experiences Difficult

Adapted from: Gurry's Levels of Comprehension Questions, D. Greg(ry

le5

INFORMATION LESSONBECOMING A BILINGUAL AIDE OR A BILINGUAL TEACHER IN ILLINOIS

I. Objective - The students will explain the qualifications for becominga bilingual aide/teacher.

II. Activity - oral presentation

In order to become a bilingual aide in Illinois, you must apply for astatement of approval to serve as an aide. This is form ISBE 73-28from the county. You also need at least 30 hours of college credit.

To be a bilingual teacher you must have been trained as a teacher and/or have a bachelor's degree or higher. If you are not a citizen, youmust file a declaration of intent to be a citizen. Once these require-ments are met, you have to take a test which is both English and thelanguage of your choice. This tes4 'as both an oral and a writtensection. Its purpose is to assess your ability to communicate as wellas your knowledge of the language of English. If you receive a passingmark, you can be certified.

The test is administered t''ough the selected universities as identifiedby the Illinois State Board of Education Office. You can call ISBE-Bilingual Section for more information. The procedures are soon tochange, however.

III. Evaluation - Oral comprehension questions

1. Do you have to takea test to be a bilingualaide?

2. Which position requiresa B.A. - aide or teacher?

3. How many hours ofcollege credit is neededfor an aide?

4. Does ISBE set theprocedures for thecertification?

5. Which is easier tobecome - an aide or ateacher?

6. Which grades can youteach if you have xbilingual certif'_....1?

7. Do you want a bilingual 8. Would you prefer being an 9. Why would you like ornot like to be a biling-ual aide/teache-

certificate? aide or a teacher?

2613

SKILLS LESSON FORMAT

WHAT HOW

I. Topic and Objectives Oral or Written

II. Activities

A. Introduce Skill

B. Practice Skill

1. Describe process

2. Give the instructions anddemonstrate

1. Give the instructions and haveclients demonstrate.

2. Clients perform above:comment after the task iscompleted.

III. Evaluation Demonstration Clients perform by themselves.

14

27

SKILLS LESSON - USING A TIME CLOCK

I. OBJECTIVE: Students will be able to punch in and out on atime clock.

II. ACTIVITIES:

A. Introduction: 1. Teacher explains the use of the time clock.

2. Teacher gives the instructions anddemonstrates.

B. Practice 1. Students perform as teacher givesinstructions.

2. Students perform above.

Teacher gives feedback after the studentshave punched in.

III. EVALUATION: Each student finds his/her card and punches incorrectly.

28

VALUES LESSON FORMAT

WHAT

I. Topic and Objectives

HOW

Oral or Written

II. Activities

A. Share individual experiences

B. Express and DiscussIndividual Values

C. Information about U.S.

D. Combining U.S. system withclient's background

Pair/group discussion andrestatement for whole class

Values clarification

Oral/written information andComprehension questions

Lists of advantages/disadvantagesor Discussion

III. Application

A. Making choices Problem-solving orCU.ture Capsules orCritical Incidents

29

16

VALUES LESSON - BILINGUAL STAFF CULTURAL ORIENTATION LESSON*

OBJECTIVES: Tndonesian teachers will be able to:

ACTIVITIES:

APPLICATION:

1. compare the Indonesian educational system with theU.S. educational system;

2. given a problem, select the best strategy whichincorporates ideas from both the Indonesian andU.S. educational systems.

A. Share Individual Experiences

Students form two groups and brainstorm and vote toget the top three characteristics of a "good"Indonesian university professor they studied with.

B. Express and Discuss Individual Values

Students complete this values clarification activity:

1. It is important for a teacher to have more knowledgeof the subject than the students.

2. Students learn more from each other than they dofrom the teacher.

C. Information About the U.S.

1. A 5-minute lecture about progressive education andself-directed learning.

2. Students list activi .s found in a progressiveeducation classroom.

D. Combining U.S. System With Client's 3ackground

1. Students break into groups and list the advantagesand disadvantages of the "lecture."

Pairs discuss the question: A teacher is having difficultyfacilitating a values /attitudes discussion. What shouldhe/she do?

Students identify a solution and report back to the restof the class.

*Developed and presented to the C.O. teachers by L. Mrowicki and the supervisorystaff - September 1982. Galang Refugee Camp, Indonesia.

1730

Preparation:

Procedures:

FORMAL BRAINSTORMING

1. Get sufficient newsprint and markers.

1. Each person lists in turn a suggestion.

If someone doesn't have asuggestion - he or she can "pass."

Continue until all pass.

2. Clarify and combine items.

Note: Only the person who suggested an itemcan clarify it.

3. Vote - for as many items as you want.

4. Discuss.

5. Revote - one person - one vote.

Preparation:

Procedures:

VALUES CLARIFICATION

1. Identify the statements to be discussed.

Keep them open.

2. Write-the statements on a blackboard/newsprint

and/or individual worksheets.

3. Designate and label parts of the room for

those that STRONGLY DISAGREE, SLIGHTLY DISAGREE,

HAVE NO OPINION, SLIGHTLY AGREE, or STRONGLY

AGREE with the statements.

1. Introduce the activity.

2. Students think about the first statement.

3. Students individually decide how they feel about

the statement. Students note their response on

paper.

4. Students group themselves according to their

response.

S. Each group discusses their response.

6. A spokesperson from each group explains the

reasons for the group's response to the rest of

the class.

7. Everyone sits down and thinks about the statement

and the discussion.

8. Students revote individually and regroup.

Continue with the next statement.

19 32

CRITICAL INCIDENTS

PREPARATION: 1. Write up some of your own "cross-cultural incidents" based on reallife situations (see examples below)

2. Set the room up "banquet style" to facilitate small groupdiscussions

PROCEDURE: 1. Break the class into small groups

2. Select a recorder and reporter

3. Have each group:

a. identify the problem

b. from the individuals perspective, identify the culturalvalues on which the problem(s) is/are based

c. come to a consensus on recommended solution(s)

d. report to the large group

EXAMPLES: A. Mrs. Meo didn't feel well one morning, so she stayed in bed."It's no problem," she thought, "I'll tell my boss about ittomorrow."

B. Mr. Sok works at a factory. When he arrived for work 30 minuteslate h;s supervisor yelled at him in front of all the otherworkers. Mr. Sok was ashamed and wanted to quit.

C. Mr. Bounsai was a bank clerk in Laos. When he arrived in Americahe was offered a job as a janitor. He refused the job, saying"Janitorial work is demeaning for me. I'll just try to studyEnglish instead."

3320

BIBLIOGRAPHY OF SELECTED BILINGUALCULTURAL ORIENTATION MATERIALS

34

BIBLIOGRAPHY OF SELECTED BILINGUAL CULTURAL ORIENTATION MATERIALS

The following bilingual cultural orientation materials were reviewed by workshopparticipants. Next to the titles are listed the languages the materials arewritten in and the purpose of the materials.

All the materials are housed in the NEC library.

TITLE AND AUTHOR LANGUAGE PURPOSE.0

ra

A11;

.ri

W0

000r.rl 4-I

0H

0HH9-1MCa

0

riCD

Atamm, Indochinese Communityand Education Project.

FINDING YOUR WAY - A Di of Publicrams Available to neseems, Inter-agency Task Force for

Refugees.

A GUIDE FOR HELPING REFUGEES ADJUST TO x x xTHEIR NM LIFE IN THE U.S. Center for

1---EAPPes.

HEALTH MESSAGE TO THE LAOTIAN REFUGEES(lietrawalt Cambodian) , Governor'sInformation Center for Asian Assistance.

HOW TO APPLY FOR NATUKALIZATION x x x

JOB INTERVIEW QUESTIONS, P. Katz and L. x x x xJones.

MANUAL FOR NEW INDOCHINESE:REFUGEES

SETTLING AT BLNICEMMAKCXXAME, BlackHawk Indochinese Program.

ORIENTATION HANDBOOK, Office of Refugee xResettlement.

PRENATAL CLASS FOR INDOCHINESE 'Di Dio-, x x x x

.Elgin YWCA Indochinese _Refugee Project.

-2-

BIBLIOGRAPHY OF SELECTED BILL UAL CULTURAL ORIENTATION MATERIALS

The following bilingual cultural orientation materials were reviewed by workshopparticipants. Next to the titles are listed the languages the materials arewritten in and the purpose of the materials.

All the materials are housed in the NEC library.

TITLE AND AUTF1R INCLAGE PURPOSE402r4t4.g

4(b)

3

b0ci

M

1.(1)

M

(1.)

014)ci

e'

.a°,

1%43

DIri

'el'

ta4)0

4.-

RESOURCE DIRECTCRY. Dr. Ring allocation x x xCenter.

SOUTHEAST ASIAN AMERTrAWNUTRITION x x x x x xECUCATICE MATERIALS, Department ofAgriculture.

CRIENTATICO FOR THE NEW ARRIVAL, x

x

x

x

x x

x

Springfield Refugee Consortium

STRESS, Indochinese Ccarunity, Healthand Education Project.

THE TEN Ca4MANCRENT5, Truman College xx.,cxxxx xIndochinese Program.

MOW TO CHICAGO, Catholic Charities x x xet al.

36

22

IIIIIIIIIIIIII

CULTURAL ORIENTATION LESSONS

37

Shirley Chow

TOPIC: Sponsor/refugee relationship

LESSON FOCUS: Information

OBJECTIVES: The refugee will state the difference between an office andprivate sponsorship and state the minimal responsibilities of asponsor and a refugee.

ACTIVITIES: Oral presentation outline

A. Office and private sponsorsB. Resettlement plan - minimal expectationsC. Refugees - need to cooperate and be natiolt

EVALUATION: Comprehension Questions

1. Tell me what you understand.

2. Does your sponsor have to give you money?3. How long does your sponsor have to help you?4. Is this a legal, financial commitment from the sponsor?5. What can you expect your sponsor to help you with?

38

23

Savat KhemHean Nam

TOPIC: Sponsor's role


OBJECTIVES: The refugees can state the responsibilities and duties of asponsor

ACTIVITIES: Oral Presentation

1. Teacher gives information

2. Teacher and refugees discuss

EVALUATION: 1. Oral questions

2. Written questions

(Teacher summarizes the important points of the lesson.)

39

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TOPIC: Public Transportation

LESSON FOCUS: Skill

OBJECTIVES: The refugee will be able to:

1. read a transportation map2. pay for public transportation3. transfer

ACTIVITIES: 1. INTRODUCTION

Teacher explains use of public transportation, givesinstruction for reading maps, paying (tokens, bus passes,correct change), and transferring from bus/train.

2. PRACTICE

a. student fo:lows teacher on his map, the teacher givesdirectionS.

b. student is asked to tell how he would go to aspecific location.

c. student is taken on a train or bus to a location.

EVALUATION: Student is asked to go to a specific location on his own.(Note: This activity should be prpeseful, that is, thelocation should be one which the refugee has to be familiarwith )

4328

Thavisouk Vongsaga

TOPIC: Social Customs

LESSON FOCUS: Information and skill

OBJECTIVES: The refugee will be able to keep their appointments and be ontime

ACTIVITIES: Oral Presentation Outline

1. Keeping appointments and being on time. Being on timeleads you to form good work habits. You can lose your jobby being late

2. Showing interest and consideration for yourself and others

3. Regulations

4. Excuses

(Teacher explains and shows examples for the above.)


1. Is it important to keep appointments and to be on time?Why?

2. How willyour work record be affected if you are late forwork without an excuse?

3. What would you do when you have an appointment?

4. What should you do when you can't keep your appointments?

5. You have a 3:00 pm doctor's appointment. The doctoris always late. What time are you going to be there?

Behavior

Check to see if the refugees are arriving on time for theirESL classes and appointments in the program. Check if theyoffer excuses when they are late.

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TOPIC: Importance of learning English


OBJECTIVES: The refugees will be able to describe the importance oflearning English .

ACTIVITIES: Information Presentation Outline

1. Importance of learning English

2. Places where you can learn English


1. Does everybody have to know English? Why?

2. Where can you learn English?

3. Will it be easy to find a job without English?

46

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Xiong Hu

TOPIC: Applications and Resumes


OBJECTIVES: The refugees will be able to describe an application and aresume

ACTIVITIES: Information Presentation Outline

1. What you write down - work experience, education, etc.

2. Resume - write the resume that will most likely qualify youfor the position. The resume depends on the type of job youapply for. You may have more than one resume.


1. What are the sections of an application form?

2. What is a good resume?

48

33

Xiong Hu

TOPIC: Jobs in the Unitei States

LESSON FOCUS: Values

OBJECTIVE: The refugees will compare the world-of-work in their owncountry to that of the United Stated and discuss their plansfor work in the United States.

ACTIVITY: Information Presentation

Back Home

Back in our country not many people have jobs. Most ofthe jobs are government jobs. Very few people have a job withcompanies. We have come from a rural country that doesn't havemany companies. Most people are farmers who live in smallvillages. We have our own land. We are farmers and self-supporting. To go out to find a job was not as important as inthe Unite" States. We have our own housing. There is aoSocial S(._7ity or public aid.

Here in the United States The United States is an ind, rialcountry. There are big towns with a lot of people. Nut manypeople can own land. The land is very very expensive.Refugees cannot afford to buy land to farm and to own their ownhouses like in our own country. Many Americans rent houses orapartments to live in. After the depression of 1930, a lot ofAmericans moved into town to rent apartments and find jobs.Now you are in America - you have no house and no farm like youused to have. You should understand - a lot of people saidAmerica is a free country, but if you think carefully it is nota free country. You are a newcomer and have no house and noland. You have to pay taxes.

You have to have a job to make money to support your family andyou get paid hourl . But the interpretation is wrong. It is a"minute" pay. ou can not come late 10 minutes, or leave threeminutes early three times. You will get fired!

Discuss Questions

EVALUATION: 1. What did you do for a living?

2. Is this country, a job is very important. How are you goingto find one?

3. What is your plan for supportira your family?

34

Xiong Hu

TOPIC: Ways to find a job

LESSON FOCUS: Knowledge

OBJECTIVE: The refugee will be able to lit ways of finding a job andexplain the cifference between an active and inactive person

ACTIVITY: Information Presentation Outline

1. Ask sponsors to help find jobs.

2. Ask sponsors cr cther people you know where the employmentagencies are.

3. Ask friends if they know of any job openings.

4. Go out yourself to apply for jobs and fill out applications.

5. Phone employers. Know how to sell yourself.

6. Have a phone number where an employee or counselor can reachyou for a job.

7. Be an active person in finding a job.


1 Who can help you find a job?

2. What cln you do to find a job?

3. What is an active person? Are you an active person?

50

35

Xiong Hu

TOPIC: Job Interviews

LESSON FOCUS: Information and skill

JBJECTIVE: The refugee will be able to be interviewed successfully

ACTIVITY: A. Information Presentation Outline

1. Dress properly. The clothes should be suitable for thejob. Don't wear a suit for a factory job or jeans for anoffice job.

2. Know how to sell yourself.

3. Have a good haircut, if you're a man. If you are a woman,have your hair combed nicely.

4. Arrive 15 minutes early and fill-out the application. Beready for the interview.

5. While you are in the interview, speak loudly and clearlyand listen carefully to the employee. Answer all questionsthe best you can.

6. Sit straight. Look the interviewer in the eye.

7. Act I e you want to work.

B. Role -play a bad interview and a good interview.

EVALUATION: A. Comprehension Questions

1. How should you prepare for an interview?

2. What should you do in the interview?

B. Role-play

Role-play interviews with the refugees.

5136

Xiong Hu

TOPIC: Company Rules


OBJECTIVE: The refugees wilt be able to state types of work rules

ACTIVITY: Information Presentation Outline

1. Come on time. Time clocks and cards

2. Safety protection -shoes, glasses, etc.

3. Employee supervision

4. Medical insurance

5. Pensions

6. Unions - your rights and responsibilities

7. Changing jobs and promotions


1. What kinds of company rules and policies are there?

5237

Xiong Hu

TOPIC: Lay-offs and unemployment compensation


OBJECTIVE: The refugees can state a reason for lay-offs and list theirrights

ACTIVITY:

EVALUATION:

Information Presentation Outline

1. Get lay-offs when production is down

2. Qualifications for unemployment compensation

3. Rights to unemployment compensation

4. Rights to public assistance

Comprehension Questions

1. Wat is one reason for lay-offs?

2. What are your rights when you are laid-off?

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LIST OF RESOURCES

Burger. Henry G. "Ethno-Pedagogy": A Manual in Cultural Sensitivity withTechniques for Improving Cross-Cultural Teaching by Fitting EthnicPitterts. 77Thwestern Cooperative Educational Laboratory, Inc., 19/1.

Centel for Applied Linguistics, et:al., Cultural Orientation Resources Manual,Volumes I and II. Center for Applied Linguistics, 1982.

Ccndon, E.C. et.al., Human Relations in Cultural Context-Cultural Conflicts inValues, Assumptions, Opinions and Acculturation Problems in Adult Eaucationand Selected Bibliography on Culture and Cultural Materials. RutgersUniversity, 19/3.

'oopes, David S. and Paul Ventura. Intercultural Sourcebook - Cross CulturalTraining Methodologies. Intercultural Press, 1979.

Hoopes, David S., P. Pedersen, and G. Renwick. Overview of InterculturalEducation Training and Research - Vol. III - Special ResearchFiji:Intercultural Press, 19/8.

Kirchenbdum, howard. Advanced Values Clarification. University Associates,19/7.

Lafayette, Robet C. Language in Education: Theory and Practice - TeachingCulture: Strategies and Techniques. Center for Applied Linguistics,19/8.

Smith, Maury. A Practical Guide to Values Clarification. UniversityAssociates, 1977.

Weeks, William H., P. Pedersen. and R. Brislin, ed. A Manual of StructuredExperiences for Cross-Cultural Learning.ingearrIntercultural Press, 1982.

54

il. spons agency d.c. pub date note 54p. pub … orientation lessons 23-38 list of resources 39...

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