1. Low Literacy Hispanics: A Case Study
Mrs. Yolanda Medina
Executive Director
Centro Latino de Educación para Adultos
Dallas Norte
Literacy Texas Conference 2017

2. We acknowledge that being an adult learner is difficult, that being an adult second language learner is even more difficult, and that being a pre-literate adult second language learner must be short of a painful situation.
Donna McGee, 1978
Pre-Literacy Definitions

3. “There is much research evidence to support the fact that the rate of English language acquisition is positively correlated with the literacy skills in one’s native language. Therefore, for the Latino population with limited literacy in Spanish, ESL classes can neither advance their literacy skills or their English language skills. For them, a more integrative approach, taking into account their literacy needs, as well as their second language needs is necessary.” Cummins, 1981

4. What is basic literacy?
The ability to read and write (Merriam-Webster Dictionary)
Ability to use printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential (National Assessment of Adult Literacy)
Set of tangible skills – particularly the cognitive skills of reading and writing – that are independent of the context in which they are acquired and the background of the person who acquires them (Education for All Global Monitoring Report 2006 – UNESCO)

5. Why is basic literacy needed?
Adult learners who are illiterate in their native tongue cannot learn to read and write in a second language. They can converse.
Adult learners are required to possess a strong foundation that will allow the acquisition of a second language
Statistics collected consider illiterate those who cannot read and write in English regardless of their background – measured in English (English Proficiency Survey)
Our focus is on those illiterate or low literacy in their native language - Spanish
We need real engagement!!!

6. United States Census
Total Population in the U.S. in million
Hispanic or Latino (2010) (any race)
16%
50.5 million
Not Hispanic or Latino (2010)
83.7%
258.2 million
Not Hispanic or Latino (2000)
87.5%
246.1 million
Hispanic or Latino (2000) (any race)
12.5%
35.3 million
Total Population in the U.S. in 2000
281.4 million

7. Largest and fastest-growing
Spanish Speaking population grew 43%, which was 4 times the growth in the total population at 10 percent.
There are 50.5 million (2010 Census) people of Hispanic origin in U.S., compared to 22.4 million in 1990.
75% of Hispanics live in 8 states:
California, Texas, Florida, New York, Illinois, Arizona, New Jersey, and Colorado
U.S. has the world’s third largest Hispanic population, after Mexico, and Colombia.

8. Mexican Population left behind in education (Mexican Census 2010)
Millions %
Population
Population of 15 years or older
Illiterate population
Population with incomplete
Elementary
Population with incomplete
Middle School
Population left behind
More than a half of the total population is 15 years old or older.
60% of Mexicans are part of the working population.

9. Who are the Hispanic illiterate?
78% are 40+ years old
63% are 50+ years old
8 in 100 are women
6 in 100 are men
1/3 are indigenous
Ashamed of being illiterate
Low self-esteem
Could be learning disabled
Can be very intelligent and creative
Have immediate and concrete goals
Many left school after first or second grade

10. How many in the U.S.?
There are 3.6 million illiterate Mexicans in the United States. These numbers do not include Central Americans (Honduras, El Salvador, Guatemala, Nicaragua, etc.) where illiteracy is higher due to civil wars.
Seven of every ten Mexican illiterate adults come from 9 states: Veracruz, Chiapas, Estado de México, Oaxaca, Puebla, Guerrero, Guanajuato, Michoacán and Jalisco).

11. Why is the education level so low in Mexico?
Lack of school facilities near student's communities, especially in rural areas.
Parents keep their children home to help with housekeeping or field activities.
Illiterate parents (20% of the population)
Parents can't afford to send children to school.
Lack of motivation to become teachers, due to low salaries.
Mistrust of the indigenous population towards government
54 indigenous tribes with 54 different oral languages (some are also written languages)

12. Why are Mexican educational resources so important?
Reduce the achievement gap among students.
Accelerate the acquisition of the English language.
Offer cultural background and improve self-esteem.
Provide parents new tools to support their children's educational process and reduce the generation gap.

13. Setting up the Pl@za Comunitaria or Study Groups

14. Bilateral Agreement Mexico-United States – November 1990 (Norm ISO 9001)
Establishes the Mexico-United States Commission of Educational and Cultural Exchange
Valid until 2020 with possibilities of continuation through addendums

15. Plaza Comunitaria - Objectives
Provide free of charge educational curriculums through new information technologies to Mexicans and Hispanics living in the USA.
Facilitate the accreditation and certification of Adult Basic Education to any Hispanic over 15 years old.

16. Mexican Agencies
INEA (Instituto Nacional para la Educación de Adultos / Mexican National Institute for Adult Education)
SEP (Secretaría de Educación / Dept. of Education)
IME (Instituto de los Mexicanos en el Exterior / Institute for Mexicans Abroad)
CONEVYT (Consejo Nacional de Educación para la Vida y el Trabajo / National Council for Education for Life and Work)
Consulado General de México / Mexican Consulate Offices in your area

17. What is a Plaza Comunitaria?
The Plaza Comunitaria is a physical space where educational services are offered to Mexicans and Hispanics free of charge using new technology. It requires:
Classroom area
Computer Lab
Basic Plaza program includes:
Basic literacy (learn to read and write)
Elementary level education
Middle School level education
Additional services that can be provided (Transition Program)
GED preparation courses
ESL classes
Citizenship classes
Basic computer skills
TOEFL preparation courses

18. Where can a Plaza Comunitaria be set up?
Corporations/Businesses
Governmental and nonprofit organizations
Community Centers
School Districts
Religious Centers
Libraries
Correctional Centers
Hispanic associations (cultural/business)

19. Plazas Comunitarias in the U.S. (July 2013)
Number of Plazas
In the U.S.
405
In the U.S. correctional facilities 42
States with Plazas Comunitarias 40
Total
447
States
Number of Plazas
California 92
Texas 56
Washington 42
Oregon 26
Georgia 21

20. Statistics of U.S. Plazas Comunitarias ( July 2013)
Services Provided
Number of Students
Basic Literacy
1,627
Elementary level
11,038
Middle School level
16,568
Others (GED, ESL)
7,186
Students that completed level
210
Students in waiting lists
5,281
In Correctional Facilities
9,940
Grand Total
41,910

22. SASA – Registration and Testing Database

23. Curriculum - MEVYT

24. MEVYT (Modelo de Educación para la Vida y el Trabajo)
Basic literacy
3 books
(La Palabra, Para Empezar, Matemáticas para Empezar
Elementary level
7 books (Language Arts, Math, Health, Social Studies)
(Leer y Escribir, Saber Leer, Los Números, Cuentas Utiles, Figuras y Medidas, Vamos a Conocernos, Vivamos Mejor)
2 optional books (students select)
Total of 12 books to become certified by Mexico

25. Teacher’s resources (toolbox)
Box of letters (syllables) to play games
Proper notebooks (with dotted and solid lines)
Mirror (to them to see their expressions, movements of the mouth as they speak)
Lesson plan (know what you are to teach at each class, introduce new vocabulary, not more than words at a time.
Word games – flash cards
Pencils and erasers
Play money

26. Be patient! Give your adult learner a sense of safety and well-being.
Distraction-free setting
Trust and respect
“Just right” challenges – not too easy and not too hard
Create a culture of learning from mistakes
Connect lesson to life experiences
Make learning fun, playful and surprising
Games, puzzles, role-playing, new situations
Average time of learning: 2 years
Value x Expectation of Success = Motivation

28. Be respectful! Respect the differences between adult learners
Motivate your students
Create trustworthy environment
Do not yell or call names

29. La Palabra (Book 1) Reading readiness skills Shapes Sizes
Recognizing differences
Directionality
Left to right
Tracing

30. La Palabra - Chapters

31. La Palabra (cont.) Letters (reading) Writing Vowel sounds
Syllables (consonant and vowel) – sounds
Using all 5 senses to memorize
See, say, hear, touch, (smell)
Names of letters not taught until student can read
Writing
Introduction to articles and pronouns
Yo, tu, el – la, el, los, las, un, una, unos

32. La Palabra (cont.) Introduction to proper names
Their name
Pepe, Maria, Lupe, Texas
Starting a sentence with a capital letter
Introduction to punctuation
Writing very short sentences
Lupe ama a Pepe.
Supplementary reading (Lots)
Short stories
Short articles
Bible or other religious works
Read together
Provide word student cannot figure out

33. La Palabra (cont.) Read to your student!!
They learn to love reading by being read to.
They will learn the right pace used in reading
Where to emphasize, where to pause, new vocabulary (word gaps)
Opportunity to discuss material for reading comprehension – ask questions
Short stories and short biographies are the best
Newspaper articles

34. La Palabra – Teacher’s Guide
Lesson plans per chapter
Each chapter presents two consonants and vowel
Explains how to teach writing
Includes supplementary reading materials

35. Teacher’s Guide

36. Teacher’s Guide

37. Para Empezar (Book 2) Emphasizes on Proper names The family
Documents used
Birth certificates
Driver’s licenses
Bills
Medical prescriptions
Invitations
Writing letters, messages
Workforce literacy

38. La Palabra - Antología Supplementary materials
Myths and legends
Introduction to the journal
Small paragraphs with personal information
Instructor provides the subject matter

39. Matemáticas para Empezar (Book 3)
Counting
Adding
Subtracting
Measurements
Money
Very basic geometry
Cardinal directionality (north, south, east, west)
Games (dominoes, calculators)

40. Workbook

41. Workbook

42. Testing
SASA
Database created by Mexico’s National Institute for Adult Education.
Must have a signed agreement with Mexican Consulate in your area
Used for registering students and testing purposes
For those who do not want or cannot sign the agreement, copies of the tests are included in your cd (along with the books).
Most exams are multiple choice questions
Access to pdf files of books and database are free (

43. Diagnostic Testing
MÓDULOS QUE EVALUA CADA SESIÓN DEL EXAMEN DIAGNÓSTICO
SESIÓN
SESIÓN (MÓDULO PRIMARIA)
SESIÓN (MÓDULO SECUNDARIA) 1ª
La Palabra Para empezar Matemáticas para empezar 4ª
Para seguir aprendiendo Vamos a escribir Hablando se entiende la gente Nuestro planeta, la Tierra Diversificado 1 Diversificado 2 2ª
Leer y escribir Saber leer Vivamos mejor Diversificado 1 5ª
Fracciones y porcentajes Información y gráficas Operaciones Avanzadas México, nuestro hogar Diversificado 3 Diversificado 4 3ª
Los números Cuentas útiles Figuras y medidas Vamos a conocernos Diversificado 2

44. Example of test ESPAÑOL
1. Escriba en la línea un enunciado sobre lo que
ve en el dibujo.
____________________________________________
2. Escriba un enunciado usando la palabra borrego.
_______________________________________________
3. Lea el enunciado y conteste la pregunta.
María hizo de comer caldillo.
¿Qué hizo de comer María?
___________________________________________________
4. Escriba un nombre propio.
5. Pida al aplicador que le dicte el enunciado.

45. Problems Encountered Unstable community
Immigration status
Variety of jobs
Absenteeism
Education is low priority for students
30% of registered students are unaccounted for
Volunteer tutors turnaround (retention)
Continuous recruiting
Lack of day care
One-on-one tutors are required – Hispanics only
One - two years to complete the first book
The older the student, the more time it takes

46. Partnerships

47. Partnerships Provide Training Recruitment Teaching materials Money
Marketing
Networking

48. Milagro – 46 years old Entered the program in 2009
Could not read or write at all
Salvadorian
Mother of two children
Three years for basic literacy – one-on-one tutoring
Two to finish Elementary level education - group
Two years to finish Middle School education -group
Registered for ESL classes, doing well
Taking Nutrition classes with Texas A & M Program
Can read to her children and help with homework
Works for Pappadeux restaurant and has been promoted

49. Berna – 51 years old Entered the program in 2009 Totally illiterate
Mexican
Basic literacy, three years – one-on-one tutoring
Two years, completed Elementary level education
Two years, completed Middle School level education
Was able to terminate an abusive marriage
Became a better mother and grandmother
Found love again (self-esteem)
Currently taking ESL classes as well as Nutrition classes

50. Angela – 84 years old Entered the program in 2012
Had completed third grade, elementary level education in Mexico
Came from a Ranch in Mexico
Completed elementary level education in 2014
Completed Middle School level education in 2016
Our oldest graduate
Seamstress by profession
Currently taking ESL classes and Nutrition classes (walks to the library for classes)
Became a U.S. citizen

51. Abuela de 84 años se gradúa de la secundaria en Dallas
Ángela Vargas considera ahora sacar su GED o estudiar inglés en la Plaza Comunitaria Dallas Norte
January 17, 2017 por Karina Ramírez,Al Día
Ángela Mariana Vargas es felicitada por Yolanda Medina, de North Dallas Plaza Comunitarias. Vargas acaba de recibir su diploma de secundaria. (ESPECIAL PARA AL DÍA/BEN TORRES)

52. https://youtu.be/yaODAKs5bzE

53. Suggested reading
Cummins, J The role of primary language development in promoting educational success for language minority students. In California State Department of Education’s (ed.) Schooling and Language Minority Students: A Theoretical Framework, Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.
Garcia, Ofelia The politics of the language of literacy: Spanish literacy for New York latinos. In Information Update, 7(Fall/Winter):9-10.
Marcias, Reynaldo F Latino illiteracy in the United States. Claremont, CA: Tomas Rivera Policy Center.
Wiley, Terrence G Literacy, biliteracy and educational achievement among the Mexican-origin population in the United States. Bilingual Research Journal: 14:

54. Other basic literacy programs in Spanish (not free)
Esperanza: A Spanish Language Program prepared by the Valley Speech Language and Learning Center in Brownsville, TX
Leamos, created by Centro Latino for Literacy in California (online)

55. Questions?

56. ¡Gracias! Yolanda Medina
Supervisor, Technical Services, Richardson Public Library
Adult Literacy Coordinator, Plaza Richardson Public Library
900 Civic Center Drive
Richardson, TX