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Tutors run the gamut from experienced instructors to having never worked in literacy/language acquisition; from completely bilingual in Spanish  to beginning-level learners. They did all have robust tecnical skills, which was a huge help in working with student tutees. All are community-minded folks willing to give their own personal time simply for the pleasure of knowing their work is valuable, and they made valuable personal connections with student tutees. That personal connection is crucially important for the student tutee to feel comfortable with the literacy and language acquisition process. Kudos to them!

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"Mi experiencia en la escuela fue aprendí el abecedario y  las tablas del 1 2 3 y un poco a leer y los colores."
"My experience in school was learning the alphabet and the times tables and a little bit of reading and the colors."
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"Tengo ayuda con un tutor. Para mi ella es una persona que hace todo lo que está en corazón para encontrar la mejor manera de que uno aprenda. Tiene mucha paciencia y pone mucho amor a su enseñanza, aparte te alienta a no dejar de aprender. Yo me siento muy contenta con su ayuda."
"I have help with a tutor. For me she is a person who does everything in her heart to find the best way for you to learn. She has a lot of patience and puts a lot of love into her teaching, plus she encourages you not to stop learning. I feel very happy with her help."

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"I studied until 8th grade in Mexico. I know how to read and write in Spanish, what I don't know is English.
I'm very satisfied with the program as it is providing me with English learning because I don't know how to speak or write and now with the class and the program I'm learning words that are useful for me. I am very thankful for my tutors, Amanda is an excellent teacher she has helped me a lot, she motivates me, and equally my tutor [redacted] is an excellent tutor she is helping me a lot even though she has her own work at school. Thank you very much."

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"Hello, Teacher,
Well let me tell you a little about the experience I had when I studied in Mexico, TeleSecondary for me was complicated as there was no teacher to be able to understand better. Classes were broadcast over the television. Really it's not the same to watch it on TV as having a teacher who is present to be able to clear up doubts.
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Now I see the difference it means to be able to have a tutor. Tutoring is very important and it is a big help to reaffirm one’s studies and helps you to meet your goals. Tutoring is very basic for whatever type of study. Thankfully, there are people who provide their time. Thanks, also, teacher for motivating and supporting me."

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*Online vocabulary and grammar game that donates 20 grains of rice to the World Food Program for every word correctly defined.
*5 levels of difficulty

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Proposed Spanish Literacy Kit (in development)

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Proposed Spanish Literacy Kit (in development)

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*Proposed Level 2 illustrated below
*Proposed Levels 1-4 to be available through library loan

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Spanish Literacy Kit, Level 2 sample (proposed) 

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HEP High School Equivalency OSU Oregon State University

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*Level 2 illustrated in photo at bottom
*Levels 1-4 available through library loan

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https://linnbenton.zoom.us/j/94845757765 *Waiting Room entry *Starts with participant microphone MUTED

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*157 hours of tutoring
*May 2020-Present
* WhatsApp, Zoom
1 tutor
*Borrowing laptop from program

*Attended through 2nd grade in home country

POSITIVE OUTCOMES:
*Finished English for Spanish Speakers series1-4
*Moved to English-language Literacy Kits, through Kit #2
*Progress testing in English after ~40 hours scored at Grades 2-3 (USA)
*Progress testing in English after ~65 hours scored at Grades 4-5 (USA)
*Accepted into Spanish GED class Spring 2021
*Plans to keep acquiring English while studying for GED

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*53 hours of tutoring
*October-December 2020
*Zoom
*1 tutor
*Borrowed laptop from program

*Attended through 8th grade
in home country via televideo courses; very rural area

POSITIVE OUTCOMES:
*Finished English for Spanish Speaker series
*ELA Instructor noticed big improvement in class participation and work quality: Fall 2020
*Enrolled in High School Equivalency Program program to work on Spanish GED: Winter & Spring terms 2021
*Purchased own computer

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*19 hours of tutoring
*October 2020-present
*Zoom
*3 tutors
*Has tablet and smartphone

*Achieved university level (Year 1) in home country

*Expressed strong interest in Anne Frank
*Expressed interest in verb tenses past/present/future
*Expressed interest in improving vocabulary
*Practice conversational English to improve fluency, pronunciation, idioms
*Discuss current events
*Talk about workday, hobbies, interests (cooking and recipes!)

POSITIVE OUTCOME:
*Has returned to ELA class and will continue to work with a tutor on English language acquisition
*English pleasure reading
*Had to speak more English as 2 tutors not 100% fluent in Spanish
*Has housemate with pre-teen children who provide opportunities to practice English
*Opportunity to practice English at work when assisting customers

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Fisher & Wilcoxon, Fisher Hill Press

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English for the Spanish Speaker - Fisher & Wilcoxon

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*12.5 hours of tutoring
*February 2022-present
*Zoom
*2 tutors
*has laptop, tablet, smartphone

*Moved to USA in early high school
*Attended through 11th grade
*Was immediately mainstreamed into classes taught in English as district was small with no ELL support
*Frustrated by written academic work and low grades
*Speaks English fluently with minimal accent from years of socialization with peer-age cohort and workplace use, yet lacks robust vocabulary knowledge
*Good with online vocabulary practice but has a harder time with spoken English vocabulary fluency

POSITIVE OUTCOMES:
*Vocabulary improvement
*English phrases & common words/expressions
*Comfortable asking about unknown words
*Conversation practice in English (tutor identifies as intermediate-advanced)
*Increased confidence in initiating conversation
*English pleasure reading with rich, descriptive vocabulary
*Enjoys vocabulary games, crosswords, wordsearches, quizzes

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*32.5 hours of tutoring
*assessment to be shipped to her soon via UPS
*October 2020-present
*Zoom and WhatsApp
*2 tutors
*Borrowing laptop from program

*Attended through 8th grade in home country

POSITIVE OUTCOMES:
*in Book 3 of English for Spanish Speakers series
*improving pronunciation, vocabulary knowledge
*improving self-confidence, self-esteem, willingness to attempt English when out in the world
*obtained low-cost eyeglasses through Lions' Club to aid in reading

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Contact Information
makepea@linnbenton.edu
541-321-0953 (Voice & Text)

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*11 hours February 2020-present
*open phone line
*2 tutors

*attended through 6th grade in home country

POSITIVE OUTCOMES:
Tutor states:  "Cendy's progress has improved quite a bit, in the beginning she was very hesitant with me and I could tell she was very unsure and not really wanting to speak in English, but within these past few weeks I can tell she is getting more comfortable with me and her English speaking abilities. Her pronunciation has improved specifically on words she didn't say very well in the beginning of our tutoring. She even asks me questions now, instead of me just asking her questions. I can tell she is trying very hard and she tends to get frustrated with herself when she is not pronouncing things correctly, but I am proud of how much progress she has made when it comes to her overall attitude and learning English."

The student says about her tutor:
"Es una buena persona, muy amable, siento que me esta enseñando muy bien y me siento a gusto con ella."
"She is a good person, very kind, I feel she is teaching me very well and I feel comfortable with her."

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Linn Benton Community Literacy Partnership

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Linn Benton Community Literacy Partnership

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Contact information
linnbenton.community.literacy@gmail.com
541-368-7091 (Voice & Text)
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*The program serves English and Spanish speakers
*Emerging literacy in preferred language
*English Language Acquisition
*Program has literacy kits and laptops to loan
*Program still under development; will be run via library consortium members in Linn and Benton Counties
*Grant-funded LSTA (Library Services and Technology Act) program through State Library of Oregon for 2 years' development

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Linn Benton Community Literacy Partnership

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Welcome to the Adult Basic Literacy Program website! Here is the landing place for all information and materials related to the program for tutors, tutees, and staff members of the institutions, organizations, and agencies that are part of the Linn Benton Community Literacy Project. How to be