The Hmong Literacy Project: A Study of Hmong Classroom Behavior

Abstract

Reporting on the Hmong Literacy Project, a first language literacy project for Hmong adults funded by the National Institute for Literacy, this article focuses on research on Hmong classroom behavior that was conducted throughout the project. With the purpose of gathering data from which to make more informed decisions about culturally appropriate curriculum and instruction, the research sought to identify specific classroom behaviors and strategies used by Hmong adults as they learn to read and write in their first language. From among over 180 male and female Hmong adults ranging in age from the early 20's to mid 60's, data was collected through non-participant observation of classes with consultation and translation from Hmong research assistants who were thoroughly knowledgeable about Hmong language and culture, interviews of students and teachers, participant-observation by teachers, and analysis of videotaped classes. Behavior such as cooperative learning behavior, learning through example, concern with explicit direction, reluctance to perform in front of others, and others were identified and analyzed in terms of the cultural foundations of such behavior. Pedagogical implications of the research findings for both first and second language and literacy instruction for Hmong adults are discussed.