Tag: Cazares

Brooke Silvernail

The Ins and Outs of Studying Abroad

Before I had gone to Granada, Spain, I had always dreamed of knowing what it would be like to travel to a different country and learn about its culture. Now that I have studied abroad, I know all of the ins and outs of how to study abroad: finding a program, preparing for departure, starting your experience, and enjoying your stay. Although it may seem like an arduous task, the hardest part to studying abroad is getting there. After listening to my story, you will learn about the study abroad process and get a glimpse of what it feels like to be an international student.

SPAN 499, Senior Capstone

Jenae Cazares

P103

11:30 AM – Noon

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Kalani Miller

Reconstructing History: Learning About Mexico Through Its’ Clothing

I made a Sinaloa dress to represent traditional Mexican clothing. This presentation will also include a brief overview of Mexican history, the meanings behind their colors, traditional sewing techniques, and the importance of textiles. I will explain the process of constructing my dress, and the importance of appreciating cultural and historical sewing.

SPAN 201, Second Year Spanish I

Jenee Cazares

L203

Click here to view the live stream

2 – 2:30 PM

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Gabrielle Morales

‘Uncertainty was attached to everything he knew’: The Intergenerational Transmission of Functional Illiteracy
When the U.S. federal 2020 fiscal year budget was announced in March of 2019, the notice of an 11.4% cut in k-12 programs generated an uproar among educators, journalists, and news broadcasters (U.S. Department of Education, 2019, p. 119). Yet, little attention was given with respect for the 24.3% cut in Adult Basic and Literacy Education, as well as an identical 24.3% cut in English (Speakers of another Language) Literacy and Civics Education—of which equal a combined decrease of 48.6% in adult literacy programs (U.S. Department of Education, 2019, p. 120). Little effort has been made for the functionally illiterate parent. President Bill Clinton’s efforts to, “end welfare as we know it,” in 1996 sought to decrease the number of families on welfare rather than decrease the number of families living in deep poverty. With this reform came stringent welfare eligibility requirements and uncompromising General Educational Development assessments (GED) within Adult Basic Education programs (ABE). Meanwhile, within the past three years, there have been zero cutbacks in Career and Technical Education or Vocational and Adult Education grants—thus confining impoverished and illiterate citizens to careers within the manufacturing industry; such programs offer diminutive literacy education. Historically, welfare and adult education reforms have denied opportunities for low-literate and functionally illiterate adults. In thwarting one’s ability to read and write, the intergenerational transmission of functional illiteracy remains. To be clear, this thesis does not serve as a claim against the alleged ‘brokenness’ of the K-12 education system or welfare system. Rather, it serves to take part in the current body of literature—of which asserts the need for improvement within the adult education system.
Keywords: intergenerational functional illiteracy, united states, adult education
ENG 499, Capstone
Jenee Cazares & James Watson
P114
10-10:30 AM
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