Sánchez Tyson, L;
(2020)
Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme.
Changing English: Studies in Culture and Education
, 27
(1)
pp. 91-99.
10.1080/1358684X.2019.1687285.
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/1358684X.2019.1687285 |
| Publisher version: | https://doi.org/10.1080/1358684X.2019.1687285 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Adult education, reading aloud, literacy, oracy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10094116 |
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