Paoze Thao

Since 1975, over 1.1. million Southeast Asians (SEA) have been resettled in the
United States. The United States Department of Health and Human Services
( 1995) tabulated the statistics for the numbers of SEA arrivals based upon their
country of origin and indicated that 235,569 were refugees from Laos. The author
estimated that 50% of those from Laos were ethnic Mong and that their numbers
may have increased to 165,000 nationwide in 1997. Though a new statistical
tabulation is not available, North and Yang ( 1988) presented data showing that the
majority of the Mong population concentrates in three states--California (57%),
Minnesota (13%), and Wisconsin (13%)--and the rest scattered throughout
twenty-seven states. Due to their lack of formal education in Laos and illiteracy in
their own language, the Mong have experienced tremendous difficulties. These
factors have affected their social and educational adjustment in the United States
( Thao, 1994, 1997, 1998).

This chapter presents a brief discussion of the historical and cultural
background of the Mong; the historical development of the Mong orthography; the
characteristics of Mong students; a comparative discussion of the two regional
Mong dialects and English in the areas of phonology, morphology, and syntax;
and sociolinguistic aspects. The author also suggests sonic of the typical
difficulties that Mong students may experience when acquiring English. The
objective of this chapter is to provide linguistic information for classroom teachers
and other educators to help them provide a smooth transition for Mong students.

In the past, several terms have been coined for Mong by the Chinese, their
neighbors, and Western scholars. The term 'Miao' was historically used by the

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