TEXT 2

Imagine what it must be like for pre-literate adult refugees arriving in the United States. They may not have climbed stairs before let alone used an elevator or escalator. They may have never held a pen, yet are faced with computers and other technologies. They are used to passing information orally but not in writing since they are not literate in their own language. They love their children but cannot discipline them the way they are used to. They may be fearful about doing the wrong thing because of lack of cultural knowledge and language skills. They are concerned about how they are going to survive. What a bewildering and frightening world it must be.

These refugees are already survivors. They may have experienced trauma related to events in their own country, the country of first asylum, or from resettlement in the United States. They may have health problems, mental health difficulties, and lots of questions. They may have lived in the United States for many years, or they may be relative newcomers. Whatever their background and situation, one thing they all have in common is a need to speak, read, and write in English.

Pre-literate adult refugees present a number of challenges for teachers and programs. Unlike other learners who are literate in their own language, pre-literate students may have had no formal contact with written language before. Teachers cannot rely on students taking notes to aid memory and promote self-study. Learners may need basic instruction in how to hold a pencil and other literacy basics that we take for granted in a literate culture. Pre-literate learners may not recognize common pictorial representations that teachers often use to represent objects with literate learners. Pre-literate learners may not have handled books and papers or be familiar with the cultural expectations in the classroom. Where and how do you start teaching these learners? What do you need to teach them? What do they need and want to know?

_{https://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf Access on March 24th, 2019}

Questions from 20 to 25 refer to Text 2

TEXT 2

Imagine what it must be like for pre-literate adult refugees arriving in the United States. They may not have climbed stairs before let alone used an elevator or escalator. They may have never held a pen, yet are faced with computers and other technologies. They are used to passing information orally but not in writing since they are not literate in their own language. They love their children but cannot discipline them the way they are used to. They may be fearful about doing the wrong thing because of lack of cultural knowledge and language skills. They are concerned about how they are going to survive. What a bewildering and frightening world it must be.

These refugees are already survivors. They may have experienced trauma related to events in their own country, the country of first asylum, or from resettlement in the United States. They may have health problems, mental health difficulties, and lots of questions. They may have lived in the United States for many years, or they may be relative newcomers. Whatever their background and situation, one thing they all have in common is a need to speak, read, and write in English.

Pre-literate adult refugees present a number of challenges for teachers and programs. Unlike other learners who are literate in their own language, pre-literate students may have had no formal contact with written language before. Teachers cannot rely on students taking notes to aid memory and promote self-study. Learners may need basic instruction in how to hold a pencil and other literacy basics that we take for granted in a literate culture. Pre-literate learners may not recognize common pictorial representations that teachers often use to represent objects with literate learners. Pre-literate learners may not have handled books and papers or be familiar with the cultural expectations in the classroom. Where and how do you start teaching these learners? What do you need to teach them? What do they need and want to know?

_{https://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf Access on March 24th, 2019}

Questions from 20 to 25 refer to Text 2

TEXT 2

Imagine what it must be like for pre-literate adult refugees arriving in the United States. They may not have climbed stairs before let alone used an elevator or escalator. They may have never held a pen, yet are faced with computers and other technologies. They are used to passing information orally but not in writing since they are not literate in their own language. They love their children but cannot discipline them the way they are used to. They may be fearful about doing the wrong thing because of lack of cultural knowledge and language skills. They are concerned about how they are going to survive. What a bewildering and frightening world it must be.

These refugees are already survivors. They may have experienced trauma related to events in their own country, the country of first asylum, or from resettlement in the United States. They may have health problems, mental health difficulties, and lots of questions. They may have lived in the United States for many years, or they may be relative newcomers. Whatever their background and situation, one thing they all have in common is a need to speak, read, and write in English.

Pre-literate adult refugees present a number of challenges for teachers and programs. Unlike other learners who are literate in their own language, pre-literate students may have had no formal contact with written language before. Teachers cannot rely on students taking notes to aid memory and promote self-study. Learners may need basic instruction in how to hold a pencil and other literacy basics that we take for granted in a literate culture. Pre-literate learners may not recognize common pictorial representations that teachers often use to represent objects with literate learners. Pre-literate learners may not have handled books and papers or be familiar with the cultural expectations in the classroom. Where and how do you start teaching these learners? What do you need to teach them? What do they need and want to know?

_{https://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf Access on March 24th, 2019}

Questions from 20 to 25 refer to Text 2

TEXT 2

Imagine what it must be like for pre-literate adult refugees arriving in the United States. They may not have climbed stairs before let alone used an elevator or escalator. They may have never held a pen, yet are faced with computers and other technologies. They are used to passing information orally but not in writing since they are not literate in their own language. They love their children but cannot discipline them the way they are used to. They may be fearful about doing the wrong thing because of lack of cultural knowledge and language skills. They are concerned about how they are going to survive. What a bewildering and frightening world it must be.

These refugees are already survivors. They may have experienced trauma related to events in their own country, the country of first asylum, or from resettlement in the United States. They may have health problems, mental health difficulties, and lots of questions. They may have lived in the United States for many years, or they may be relative newcomers. Whatever their background and situation, one thing they all have in common is a need to speak, read, and write in English.

Pre-literate adult refugees present a number of challenges for teachers and programs. Unlike other learners who are literate in their own language, pre-literate students may have had no formal contact with written language before. Teachers cannot rely on students taking notes to aid memory and promote self-study. Learners may need basic instruction in how to hold a pencil and other literacy basics that we take for granted in a literate culture. Pre-literate learners may not recognize common pictorial representations that teachers often use to represent objects with literate learners. Pre-literate learners may not have handled books and papers or be familiar with the cultural expectations in the classroom. Where and how do you start teaching these learners? What do you need to teach them? What do they need and want to know?

_{https://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf Access on March 24th, 2019}

Questions from 20 to 25 refer to Text 2

TEXT 2

Imagine what it must be like for pre-literate adult refugees arriving in the United States. They may not have climbed stairs before let alone used an elevator or escalator. They may have never held a pen, yet are faced with computers and other technologies. They are used to passing information orally but not in writing since they are not literate in their own language. They love their children but cannot discipline them the way they are used to. They may be fearful about doing the wrong thing because of lack of cultural knowledge and language skills. They are concerned about how they are going to survive. What a bewildering and frightening world it must be.

These refugees are already survivors. They may have experienced trauma related to events in their own country, the country of first asylum, or from resettlement in the United States. They may have health problems, mental health difficulties, and lots of questions. They may have lived in the United States for many years, or they may be relative newcomers. Whatever their background and situation, one thing they all have in common is a need to speak, read, and write in English.

Pre-literate adult refugees present a number of challenges for teachers and programs. Unlike other learners who are literate in their own language, pre-literate students may have had no formal contact with written language before. Teachers cannot rely on students taking notes to aid memory and promote self-study. Learners may need basic instruction in how to hold a pencil and other literacy basics that we take for granted in a literate culture. Pre-literate learners may not recognize common pictorial representations that teachers often use to represent objects with literate learners. Pre-literate learners may not have handled books and papers or be familiar with the cultural expectations in the classroom. Where and how do you start teaching these learners? What do you need to teach them? What do they need and want to know?

_{https://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf Access on March 24th, 2019}

Questions from 20 to 25 refer to Text 2

TEXT 2

Imagine what it must be like for pre-literate adult refugees arriving in the United States. They may not have climbed stairs before let alone used an elevator or escalator. They may have never held a pen, yet are faced with computers and other technologies. They are used to passing information orally but not in writing since they are not literate in their own language. They love their children but cannot discipline them the way they are used to. They may be fearful about doing the wrong thing because of lack of cultural knowledge and language skills. They are concerned about how they are going to survive. What a bewildering and frightening world it must be.

These refugees are already survivors. They may have experienced trauma related to events in their own country, the country of first asylum, or from resettlement in the United States. They may have health problems, mental health difficulties, and lots of questions. They may have lived in the United States for many years, or they may be relative newcomers. Whatever their background and situation, one thing they all have in common is a need to speak, read, and write in English.

Pre-literate adult refugees present a number of challenges for teachers and programs. Unlike other learners who are literate in their own language, pre-literate students may have had no formal contact with written language before. Teachers cannot rely on students taking notes to aid memory and promote self-study. Learners may need basic instruction in how to hold a pencil and other literacy basics that we take for granted in a literate culture. Pre-literate learners may not recognize common pictorial representations that teachers often use to represent objects with literate learners. Pre-literate learners may not have handled books and papers or be familiar with the cultural expectations in the classroom. Where and how do you start teaching these learners? What do you need to teach them? What do they need and want to know?

_{https://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf Access on March 24th, 2019}

Questions from 20 to 25 refer to Text 2