Abstract
Literature Review
As globalization continues to affect the population and workforce in the United States, the need to embrace developing a bi-literate workforce will be increasingly important. With the shift in demographics and a growing influx of adults from Mexico, more effective techniques to address the needs of adult second language learners need to be sought. In order for the United States to remain competitive in the world economy, it will be necessary to embrace a bi-literate and bi-cultural workforce. Workforce development programs in community colleges must evolve to take on the challenge of educating the adult learner of the 21st Century.
Statement of the Problem
The research for this thesis, examined the effect participation in a primary language literacy program had on Latino adult immigrant learners. Seeking to identify impact on participants, their families, and the community, interviews of seven adult learners and two stakeholder participants were conducted. The research validated the bi-literacy program Plaza Comunitaria as a vehicle for providing primary language (Spanish) literacy and assist in the development of secondary language (English) skills.
Methodology
This study, utilized ethnographic techniques to document the experiences of adult immigrant learners and stakeholder participants. The impact of the program as they shared it was documented using thick description and included narratives from the participants. From the participant's interviews, three emergent themes were identified all of which are supported by data collected from the stakeholder participants. Through an analyses of the emergent themes, it will be possible to utilize the best theoretical and pedagogical practices of Plaza Comunitaria to replicate the program in a community college setting.
Conclusions and Recommendations
The three themes demonstrated the effectiveness of Plaza Comunitaria on developing a bi-literate, active, and successful community members. Those trends and the impact on the participants and their local community are discussed, as well as, the ramifications a bi literate, bi-cultural populace will have on the larger societal community. Findings from this study will add to the limited research on developing bilingualism and biliteracy in immigrant adult learner populations.