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Karen W. Burdette
There is much research
indicating that L1 literacy is crucial to developing L2 literacy and that,
in fact, the lack of first-language literacy significantly
impedes the acquisition of a second language (Gudschinsky 1968; Genesse et
al 2006). In the Raleigh-Durham area of North Carolina, classes have been
offered for several years now in Spanish for Hispanic immigrants. Like North
Carolina and many other states, Tennessee has seen a significant increase in
the Hispanic population over the past decade. Recent immigrants to Putnam
County, Tennessee, come primarily from rural areas of Mexico and Guatemala,
most of whom come here to work in agriculture or construction. Many of these
recently-arrived immigrants speak indigenous languages, which local
educators, and even the immigrants themselves, typically refer to as
“dialects,” even though these languages are actually languages in their own
right and have no familial relationship with Spanish. Some of these
immigrants come to our community knowing little or no Spanish, in addition
to knowing no English. Many who do indeed know Spanish have little or no
literacy skills in their native tongue, whether that be Spanish or an
indigenous language. In addition to offering classes in English as a Second
Language for our immigrant community, there is thus a great need for
programs to teach first-language literacy, or at least literacy in the
community language of the immigrants, which in our area is, of course,
Spanish. In response to this perceived need in our community, I have
initiated a small pilot tutoring program in Spanish literacy for preliterate
adult Hispanic immigrants. This paper will discuss the beginnings of this
Spanish literacy project and will then explore and assess the students’
attitudes and progress during and after the first few months of the program.
Genesee, Fred, Kathryn Lindholm-Leary and Donna Christian. 2006.
Educating
English Language Learners: A Synthesis of Research Evidence.
Cambridge: Cambridge University Press.
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