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Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme

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. Green open access

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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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