Two models for teaching fluency and literacy in English as a Second Language (ESL) and native language literacy are described and the effectiveness of these models is demonstrated. Both models use cultural sharing and problem-posing as a basis for language learning. The objectives of these teaching models are to use language learning as a vehicle for helping pre-literate individuals solve their own problems within the new society, and to enable them to decide what aspects of their past and present culture to retain or reject. Each of these objectives is met through students sharing their past cultures with one another and discussing the difficulties they are encountering in the new culture. A discussion demonstrates how the methods, approaches, and activities used in each model are congruent with theoretical assumptions, and provides a critical analysis of the models and of the advantages and disadvantages of each of the various methods and approaches used. The discussion draws on work with a group of Hmong refugees in an ESL/first language literacy class. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)