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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 77 1 Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation Kim, Peter. - 2022 BASE Show details 2 Beginning Spanish ¡Empecemos por aquí! Ceciliano, Jenny; Notman, Lisa In: PDXOpen: Open Educational Resources (2022) BASE Show details 3 The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors Finneran, Rosette. - 2020 BASE Show details 4 The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors ... Finneran, Rosette. - : Columbia University, 2020 BASE Show details 5 Perception of American–English Vowels by Early and Late Spanish–English Bilinguals Baigorri, Miriam; Campanelli, Luca; Levy, Erika S.. - 2019 BASE Show details 6 Perception of American–English Vowels by Early and Late Spanish–English Bilinguals ... Baigorri, Miriam; Campanelli, Luca; Levy, Erika S.. - : Columbia University, 2019 BASE Show details 7 Spoken word recognition by English-speaking learners of Spanish Lahoz Bengoechea, Jose Maria; Escudero, Paola (R16636); Tuninetti, Alba (R18465). - : Canberra, A.C.T., Australasian Speech Science and Technology Association, 2019 BASE Show details 8 Neurophysiological indices of the effect of cognates on vowel perception in late Spanish-English bilinguals Levy, Erika S.; Shafer, Valerie L.; Tessel, Carol A.. - 2018 BASE Show details 9 Neurophysiological indices of the effect of cognates on vowel perception in late Spanish-English bilinguals ... Tessel, Carol A.; Levy, Erika S.; Gitterman, Martin. - : Columbia University, 2018 BASE Show details 10 English for specific purpose in adult Hispanic populations Jackson, Sharon M.. - 2017 BASE Show details 11 Early and Late Spanish-English Bilingual Adults' Perception of American English Vowels Baigorri, Miriam. - 2016 BASE Show details 12 Early and Late Spanish-English Bilingual Adults' Perception of American English Vowels ... Baigorri, Miriam. - : Columbia University, 2016 BASE Show details 13 The development of an adult English as a second language instructional course for use in Jamestown, New York Caldwell, Mackenzie. - 2016 BASE Show details 14 School Culture and the Affective Learning Needs of Latino Long-term English Learners Ray, Maureen In: Dissertations and Theses (2015) BASE Show details 15 The development of companion guides to enhance reading comprehension of Spanish-speaking English learners (ELs) in grade 6 who use English language arts (ELA) modules in New York State. Naetzker, Emily Ann. - 2015 BASE Show details 16 My english online: experiência de uso da plataforma pelos alunos do inglês sem fronteiras ; My English online: an experience in using the platform by English without borders students Pereira, Rosangela Silva. - : Universidade Tecnológica Federal do Paraná, 2015. : Curitiba, 2015. : Brasil, 2015. : Curso de Especialização em Ensino de Línguas Estrangeiras Modernas, 2015. : UTFPR, 2015 BASE Show details 17 Adult Literacy Among the Hispanic Population of Central Texas: Opportunities, Challenges and Outcomes Yakel, Allison N.. - 2014 Abstract: Literacy, in the most basic sense of the word, is defined by the Oxford English Dictionary as “the quality, condition, or state of being literate; the ability to read and write.”(OED 2013) With respect to the immigrant populations in the United States, the term “literacy” is often used to describe a lack of ability to speak and comprehend the English language and is not necessarily restricted to actual reading level or ability. In the United States, the number of people who are unable to read or write in any language is believed to be around 1% (Central Intelligence Agency, n.d.). Given the presence of many undocumented and uncounted immigrants, this number could be higher. Whatever the true number is, the inability to read or write in any language can have catastrophic consequences both on individual and societal levels, including (but not limited to) socioeconomic vulnerability, social insertion problems, low employability, lesser upward mobility and lack of awareness of rights/duties (United Nations 2010, pg. 8). Additionally, Fishman cites a “lack of literacy or schooling” as one of the primary reasons that heritage languages such as Spanish do not get passed on from one generation to the next (5). Some of these consequences manifest themselves quite quickly, through low employability and economic problems on an individual level; while others, such as language loss, is a longer-term and not as obvious outcome. As an adult, the decision to learn to read and write is not one that is taken lightly. It requires time and dedication, and usually requires some sort of transportation. Having a support system helps as well. One can discuss at length reasons why people do not read and write –whether they simply do not have access to appropriate resources, whether they don’t realize they have access to these resources, or why they simply may choose not to take advantage of them. What is seldom addressed, however, is the reason an adult chooses to begin the process of becoming literate or choosing to obtain a basic education. It is easy to assume that they want a better job, a higher salary, citizenship, etc. Until someone sits down to ask them, however, we are lingering in a world of assumptions and hypothetical situations. In this case study, the goal was to determine the motivating factors that drive an adult belonging to the Spanish-speaking immigrant community to overcome their inability to read and write and embark on a new journey in education. Individual interviews were conducted because individual stories are important; it is imperative to understand where a person comes from, the situation they live in and the trajectory of their life in order to properly understand their individual reason for working toward literacy. Given the demographic with which I worked, I considered that their motivations for obtaining reading and writing skills may be different than those of the general population. For example, attaining citizenship or desiring to eventually learn English may be of concern to these students. The interviews were conducted at a non-profit organization that services this demographic in central Texas, and I explored the most common factors for pursuing a basic education once in the US and, when possible, understand the effects of doing so. Keyword: Central Texas; English language--Study and teaching--Foreign speakers; Hispanic Americans--Education (Primary); Hispanic issues; Literacy; Literacy--Study and teaching (Primary)--United States; Reading (Primary)--United States; Spanish; Spanish literacy URL: https://digital.library.txstate.edu/handle/10877/4970 BASE Hide details 18 Writing Development of Spanish-English Bilingual Students With Language Learning Disabilities Danzak, Robin L.; Silliman, Elaine R. In: Communication Disorders Faculty Publications (2014) BASE Show details 19 Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación” ... Erk, Miranda Richelle. - : IUPUI University Library, 2013 BASE Show details 20 Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación” Erk, Miranda Richelle. - 2013 BASE Show details Page: 1 2 3 4

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