Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme期刊界 All Journals 搜尽天下杂志传播学术成果专业期刊搜索期刊信息化学术搜索

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

Authors:	Lorena Sánchez Tyson

Institution:	1. Department of Education, Practice and Society, UCL Institute of Education, London, UKlorena.sanchez@ucl.ac.ukhttps://orcid.org/0000-0003-3275-6120

Abstract:	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.

Keywords:	Adult education reading aloud literacy oracy