ABSTRACT
A major concern in the field of communicative disorders today is service delivery to Asian or Pacific Islanders whose native languages are not English. The influx of Asians or Pacific Islanders to the United States in the last decade has resulted in an increasing number of non-English-proficient (NEP) and limited-English-proficient (LEP) students in schools. The parents of the LEP populations have different levels of education. Southeast Asians who emigrate to the US have various bilingual and biliterate backgrounds. Some of them are bilingual or trilingual, whereas others are monolingual. School systems are challenged by the growing numbers of Indochinese students. Language learning is affected by many factors. Peer instruction may also be more closely matched with the LEP's learning style. It is imperative that professionals provide assessment and intervention within a cross-cultural framework using all available resources from both cultures.
