escuela rayo de luna: moonlight school dr. kim nettleton, dr. itzá zavala-garrett, dr. brian...
TRANSCRIPT
Escuela Rayo de Luna: Moonlight School
Dr. Kim Nettleton, Dr. Itzá Zavala-Garrett, Dr. Brian Boisvert & Stephanie Gebka
Morehead State University, Morehead, Kentucky
Presentation Format
Purpose Statement
History of the
Moonlight Schools
Methodology
Data Analysis
and Results
What we learned
Future Implication
s
Conclusion
Discussion
Purpose Statement
The purpose of this project is the integration of English as a Second Language (ESL) families into a community in which both communicative and cultural barriers exist through the combined efforts of community, university and tradition.
We achieved this through: The replication the Moonlight School tradition of Eastern
Kentucky. Work within the community to demarginalize people
with linguistic and cultural differences. The integration of students’ studies with regional
engagement service opportunities.
History of Moonlight Schools
Cora Scott Wilson
1900s
Focus on literacy
Creation of textsSlogan: “Each one, teach one”
Over 1,300 adult students taught to
read (current population of Rowan county: some 23,000.
Volunteer teachers at night (by the light of
the moon)
Methodology
Key Terminology
Structure: the proposed means of achieving our purpose.
Participants: all stakeholders involved in the project.
Data Collection: how we know what we claim to know.
Methodology - Structure
Problem
Linguistic Barriers
Lack of Informatio
n
Cultural Barriers
Solution
Monthly Meetings
Funding
ESL Families
Neutral Meeting Space
Time
Funding
Methodology - Participants
Participants
Community Experts
Foreign Language Students
Education Students
University Faculty
School Personnel
ESL Families
Library Personnel
Center for Regional
Engagement
Personnel
Methodology - Data CollectionQ
uest
ionn
ai
res
Electronic Student Questionnaires
Focused on experiences and
suggestions
ESL Family Questionnaires
Focused on possible topics
Data Analysis and Results
• Results• Spanish for real high stakes
communication was a new experience• Participation hinged on ability to practice
L2• Simultaneous interpretation was very
difficult• Topic familiarity was a barrier for
interpretation
Student Questionnair
es
• Results• School concerns for children• Health care• Housing• American culture• Laws
ESL Family Questionnair
es
What We Learned
Context
Terminology
Cultural Sensitivity
Time
Future Implications
Questions for future research
How do Spanish language students
directly benefit linguistically?
How can agency be placed in the hands of
ESL parents?
How can Education students integrate more
culturally and linguistically
appropriate lesson plans and activities into
the sessions?
Conclusion
Special thanks to:
The Center for Regional Engagement at Morehead State University.
The College of Education at Morehead State University.
Dr. Kim Nettleton, Dr. Itzá Zavala-Garrett, Dr. Brian Boisvert and Ms. Stephanie Gebka.
The Morehead Public Library.
FeedbackThank you for your attendance.
[email protected], [email protected], [email protected], [email protected]
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