Teaching Spanish Literacy to Adult Latinx Learners: Exploring Interest, Impact, and Sustainability

Abstract

Non-profit organizations are frequently safe havens in the community where immigrants can find support during their transitional period of adaptation and adjustment to their new environment in the United States (Hung, 2007; Wilson, 2013). Many of these organizations have educational programs that focus on teaching English as a second langauge and on preparing immigrants to take the citizenship exam. However, offering literacy classes in the adult learners' native languages occurs with less frequency (Tamassia, Lennon, Yamamoto & Kirsch, 2007). This qualitative study explored the effectiveness of a U.S.-based pilot Spanish literacy program from the participants' experiences while developing first language (Spanish) literacy and learning some English, their second language. In addition, the implications for this program's continuance are shared and analyzed. Findings shed light on potential challenges and opportunities asscociated with incorporating first language literacy programs at non-profit organizations for adult learners who have experienced interruptions in formal school-based learning.