TY  - JOUR
A1  - Sánchez Tyson, L
VL  - 27
Y1  - 2020///
IS  - 1
N2  - This article explores the relationship between literacy and oracy in the context of Plazas Comunitarias, a basic education programme in Spanish for immigrants in the United States. I reflect on my experiences as a former Plazas facilitator, analyse key literacy materials from the programme and offer observations on reading aloud in an adult literacy classroom context. Additionally, I suggest that beyond facilitating overall reading development, the Plazas programme fulfils a key literacy function by fostering community building and provides access routes to community-based civil society organisations and key social institutions for immigrant groups.
AV  - public
EP  - 99
JF  - Changing English: Studies in Culture and Education
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
ID  - discovery10094116
TI  - Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme
KW  - Adult education
KW  -  reading aloud
KW  -  literacy
KW  -  oracy
UR  - https://doi.org/10.1080/1358684X.2019.1687285
SP  - 91
ER  -