The Hmong, the largest ethnic minority in Laos, represent the greatest proportion of refugees from that country now resettled in the United States. Having been socialized into a preliterate, pretechnical society, Hmong adults perceive the world and relate to others in ways which differ significantly from those of mainstream American culture. When Hmong adults participate in American basic education, their culturally influenced perceptions and attitudes affect their classroom behavior. This article reports the findings of a microethnographic study of an English language and literacy class for Hmong adults. The discussion centers on Hmong interaction with other classroom participants and with classroom materials, relating observed behavior to theories of perception and cognitive style. Implications for teacher practice and further research are suggested.
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