Literacy and oracy across the U.S.-Mexico border: A look at the Plazas Comunitarias programme

This article explores the relationship between literacy and oracy in the context of Plazas Comunitarias, a basic education programme in Spanish for immigrants in the United States. I reflect on my experiences as a former Plazas facilitator, analyse key literacy materials from the programme and offer observations on reading aloud in an adult literacy classroom context. Additionally, I suggest that beyond facilitating overall reading development, the Plazas programme fulfils a key literacy function by fostering community building and provides access routes to community-based civil society organisations and key social institutions for immigrant groups.