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 Implications ConclusionDiscussion

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 Wilson1900sFocus on literacyCreation of texts Slogan: “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 TerminologyStructure: 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 Information Cultural Barriers Solution Monthly Meetings Funding ESL Families Neutral Meeting Space TimeFunding

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 Collection Questionnaires 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 Questionnaires Results School concerns for children Health care Housing American culture Laws ESL Family Questionnaires

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.

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