CHFA | Global Languages Senior Colloquium
This is America! Speak English! Combating Obstacles Illiterate Adult Spanish Speaking Immigrants Encounter When Learning English
Abstract/Description
Rebekah Collins is a 34-year-old full-time working wife and mother to a spirited 7-year-old adopted from Colombia. As a non-traditional student, she has balanced farm life, family, work, and school while pursuing a BA in Spanish Translation and Interpretation with a Minor in Intercultural Studies. Her love for the Spanish language and culture deepened through her family’s adoption journey which inspired her to finish the degree she began years ago as well as to honor her son’s heritage by learning the language he was born into. She lives on a small Kentucky farm where her family raises cows and horses. She also enjoys gardening, canning, and quilting. After transitioning to a role at a local non-profit, she has become more aware of her community’s needs; especially among the Latino population. Rebekah is passionate about continuing to serve this community through outreach after graduation and is eager to use her education in lifechanging ways.
This is America! Speak English!
Combating Obstacles Illiterate Adult Spanish Speaking Immigrants Encounter When Learning English
Native language literacy for illiterate adult Spanish speakers learning English as a second language is an under-researched area that education scholars and researchers recognize as needing further study. Although some research has highlighted the benefits of native language instruction for Spanish-speaking students. The framework of this presentation is based on answering key questions regarding the specific roles native language instruction and English instruction play in literacy learning. Therefore, this project examines the barriers illiteracy creates in English language acquisition and evaluates instructional programs designed to bridge gaps in native language literacy for Spanish speakers. Materials presented in this project include research on educational and socioeconomic barriers, relevant data, statistics and methodologies of successful literacy programs. Student testimonials are also included to highlight a more personal aspect and show how literacy can change lives. Such evidence reveals that, to effectively remove educational and socioeconomic barriers, illiterate adult Spanish speakers must have a foundation in native language literacy first before transitioning to English. Ultimately, this project challenges the notion that English instruction alone is sufficient for literacy development and sheds light on prioritizing native language literacy, which enhances English learning outcomes for illiterate adult Spanish-speaking immigrants.
Keywords: adult illiteracy, native language instruction, Spanish language literacy, English language learning.
This is America! Speak English! Combating Obstacles Illiterate Adult Spanish Speaking Immigrants Encounter When Learning English
Rebekah Collins is a 34-year-old full-time working wife and mother to a spirited 7-year-old adopted from Colombia. As a non-traditional student, she has balanced farm life, family, work, and school while pursuing a BA in Spanish Translation and Interpretation with a Minor in Intercultural Studies. Her love for the Spanish language and culture deepened through her family’s adoption journey which inspired her to finish the degree she began years ago as well as to honor her son’s heritage by learning the language he was born into. She lives on a small Kentucky farm where her family raises cows and horses. She also enjoys gardening, canning, and quilting. After transitioning to a role at a local non-profit, she has become more aware of her community’s needs; especially among the Latino population. Rebekah is passionate about continuing to serve this community through outreach after graduation and is eager to use her education in lifechanging ways.
This is America! Speak English!
Combating Obstacles Illiterate Adult Spanish Speaking Immigrants Encounter When Learning English
Native language literacy for illiterate adult Spanish speakers learning English as a second language is an under-researched area that education scholars and researchers recognize as needing further study. Although some research has highlighted the benefits of native language instruction for Spanish-speaking students. The framework of this presentation is based on answering key questions regarding the specific roles native language instruction and English instruction play in literacy learning. Therefore, this project examines the barriers illiteracy creates in English language acquisition and evaluates instructional programs designed to bridge gaps in native language literacy for Spanish speakers. Materials presented in this project include research on educational and socioeconomic barriers, relevant data, statistics and methodologies of successful literacy programs. Student testimonials are also included to highlight a more personal aspect and show how literacy can change lives. Such evidence reveals that, to effectively remove educational and socioeconomic barriers, illiterate adult Spanish speakers must have a foundation in native language literacy first before transitioning to English. Ultimately, this project challenges the notion that English instruction alone is sufficient for literacy development and sheds light on prioritizing native language literacy, which enhances English learning outcomes for illiterate adult Spanish-speaking immigrants.
Keywords: adult illiteracy, native language instruction, Spanish language literacy, English language learning.