September Literacy Month: Celebrating Family Literacy Week!

By Dania Evans

Welcome to September! As we embark on this month dedicated to the celebration of literacy, we’re excited to focus on Family Literacy Week and highlight its profound impact through some compelling statistics. From September 16 to 22, we join forces to celebrate the vital role families play in nurturing literacy skills in children and adults alike.

The Impact of Family Literacy: By the Numbers

1. Early Reading and Academic Success

   Research shows that children who are read to regularly from an early age are more likely to perform better academically. A study by the National Institute for Literacy reveals that children who are exposed to reading in their early years are 60% more likely to score higher on reading assessments in later grades.

   
   

2. The Power of Family Engagement

   According to the National Center for Family Literacy, students with involved families have 20% higher reading scores compared to those with less engaged families. Family participation in literacy activities significantly boosts a child's motivation and ability to learn.

   
   

3. Library Use and Literacy

   Data from the American Library Association indicates that children who visit libraries regularly are 30% more likely to develop strong literacy skills. Libraries offer a wealth of resources and programs that support reading and learning, making them a crucial asset for families.

   
   

4. Digital Literacy Trends

   The Pew Research Center reports that 73% of parents believe that digital literacy is as important as traditional reading and writing skills. Many families are incorporating educational apps and online resources into their literacy routines, emphasizing the need for balanced digital and print literacy experiences.

   
   

5. Storytelling and Language Development

   Research published in the Journal of Educational Psychology found that children who participate in family storytelling activities exhibit a 50% increase in vocabulary acquisition compared to peers who do not engage in such activities. Storytelling helps build critical language and cognitive skills.

   
   

Celebrate Family Literacy Week with These Activities

1. Daily Reading Rituals

   Set aside 20 minutes each day for family reading. Studies show that consistent reading time strengthens comprehension and creates lasting bonds. Consider exploring diverse genres to keep everyone engaged.

   
   

2. Build a Family Reading Library

   Create a shared library space in your home with books that cater to all ages. A well-stocked library encourages exploration and provides a variety of reading materials.

   
   

3. Interactive Literacy Games

   Engage in literacy-based games that enhance language skills. Educational games such as word puzzles and storytelling apps can make learning fun and interactive.

   
   

4. Library Visits and Community Programs

   Visit your local library and participate in its programs. Libraries often offer reading challenges, storytelling sessions, and educational workshops that can enrich family literacy experiences.

   
   

5. Celebrate Achievements

   Recognize and celebrate progress in literacy with rewards and praise. Whether it’s finishing a book or improving reading skills, acknowledging milestones motivates continued learning.

   
   

Family Literacy Tips

• Model Reading Behaviors: Demonstrate your own reading habits. Children who see their parents read regularly are more likely to develop a positive attitude towards reading.

  
  

• Foster a Reading-Friendly Environment:

  Ensure that your home is conducive to reading by creating quiet, comfortable spaces dedicated to books and learning.

  
  

• Encourage Regular Library Visits:

  Make regular trips to the library a family tradition. Libraries offer a range of resources and activities that can complement your home reading efforts.

  
  

• Discuss Books and Stories:

  Engage in discussions about what you’re reading. Ask questions, share opinions, and explore different perspectives to deepen understanding.

  
  

As we celebrate Family Literacy Week, let’s leverage these statistics to enhance our efforts in fostering a culture of reading and learning within our families. Your involvement and dedication can make a significant difference in building a brighter, more literate future.

Happy Family Literacy Week!

Charlie Cunningham: Offering a Hand Up, Not a Handout

by Sandy Chase

‘Thank you, teacher.’

“Those words are worth their weight in gold,” says Board President Emeritus Charlie Cunningham and volunteer teacher of Advanced English and Citizenship, an eight-week program, which he presented to Project Light, when he began volunteering for the nonprofit organization in 2016, having relocated from Northern VA to Bradenton.

Charlie’s experience and expertise as a teacher started in 2013, coinciding with his retirement from the federal government, having served more than 35 years in executive-level positions. At that time, he began teaching English and Citizenship for the Hogar Center (Catholic Charities/Hogar Immigration Services).

Epitomizing the consummate Project Light teacher, Charlie inspires, guides, and touches lives.

According to Executive Director Elena Farkas, “His contributions have been diverse and invaluable. He has served as a board president (January 2020-January 2023), vice president (2017-2019), teacher, mentor, and above all, a deeply caring human being.”

She continues: Charlie's leadership has steered the school through the COVID-19 turmoil, and his teaching has inspired not just students but also other teachers. His guidelines and patience have been a pillar of support for me. And his caring nature has fostered a warm educational and working atmosphere in the school community. I am deeply indebted to Charlie for his unwavering belief in me and consistent support.

Charlie dedicates his time teaching English and the Hogar Citizenship course, incorporated into the PL curriculum. Of the 36 students who have taken this unique one-on-one training, 35 have passed the naturalization exam, becoming US citizens.

Although all courses continue to align with the Project Light mission, the organization is first and foremost an English language school, as retired teacher Ann Griffin will attest. Bolstered by her experience and expertise gained in her career, she co-founded Project Light in 1994 with her late husband, Ed, and Sister Nora.

Charlie promotes our vision for a program that would help non-native adults become competent and confident in their learning of English so that they could contribute to our community while helping their children with homework and communicate effectively with their teachers.

Having worked with Charlie on the board, Ann says, “As president, he showed a type of leadership that was friendly and relaxed, inspiring board members and others to want to do their share in a way that enhances our vision.”

Impressed by his caring and accepting ways, Ann says, “Charlie quietly went about his work for Project Light that most were not aware of how fully engaged he was in fostering the organization’s welfare.”

When asked whether he would write a testimonial about his past Advanced English teacher, Samuel Dalus said that he feels flattered and honored to be able to write a few words in honor of Mr. Charlie Cunningham.

Mr. Cunningham used an original method in his courses. He not only covered the theoretical framework of the course, but he also talked to us about how this learning can be useful in our daily lives. He showed us that it can help us find a better job, communicate more effectively, and, above all, move forward with our plan to continue our university studies in the USA. He always gave us some principles to apply in order to better succeed in our studies.

Samuel’s ending sentence speaks volumes of Charlie’s inspiring his students: “It was a privilege for me to attend his classes.”

It’s interesting to note that Samuel has accolades of his own: a bachelor’s degree in economics from the State University of Haiti (2020); and a master’s in economics from Public University of North in Cap-Haitian (2023) before arriving in the US.

From personal experience, Charlie conveys to his students that he believes his grandparents, Italian immigrants, would have had fewer challenges had there been such a school as Project Light.

Elena, board members, fellow teachers, and, especially, students are beholden to Charlie’s decision to share his experience, experience, and, most important, his commitment and altruism.

Elena captures Charlie’s essence, saying, “Throughout my life in the US, I have been fortunate to be surrounded by people who remain modest and well-rounded, despite their knowledge and expertise. Charlie epitomizes these qualities. He shines!

• With all the nonprofits in Sarasota and Manatee counties, why did you choose to volunteer at Project Light?

After retiring, I was looking for something to keep me busy. I responded to an ad in my church bulletin requesting volunteers to teach English to Hispanic immigrants at Hogar Center, a nonprofit organization. I was intrigued by the statement “no teaching experience or bilingual skills necessary.” Accepted as a volunteer teacher, I have never looked back. I taught English and Citizenship for three years before my wife and I relocated to Bradenton. I wanted to continue my volunteer work, so I chose Project Light over other local literacy organizations because it came closest to recreating the classroom environment that I cherished in VA.

• How did your previous teaching experience at Hogar Center bolster your volunteering at Project Light?

I’ve always enjoyed challenges involving organizational and/or people skills, especially as they may relate to new programs or volunteer situations like coaching young men’s basketball and baseball, which I did for nine years in the Fairfax County Recreation League. Teaching at Project Light was merely a logical follow on to my teaching experiences developed while volunteering in VA. I also teach PL adults the Hogar Citizenship course, which uses Civics and Literacy (Citizenship Passing the Test). The ten-chapter textbook, enhanced by illustrations and examples, helps our students prepare for their interview to become US citizens. I work one-on-one with these applicants. When required, I help them complete their applications.

• What challenges and rewards did you experience as the PL board president?

I encountered the same issues that beset most nonprofit organizations: outreach, fundraising, and maximum board-member participation. We serve a great community need. Through the gift of English, we help the underserved help themselves. Students tell me “they want a hand up and not a handout.” Fundraising has improved over the years, allowing us to serve additional students. Project Light has made substantial gains in other areas, owing to the dynamic leadership of our Executive Director Elena Farkas: the curriculum has been overhauled, and student progress is tested yearly. Student enrollment has increased by more than 200% over the last five years, and waiting lists are common. Student retention rate is 60% (the nominal retention rate when I taught in VA was only 35%). During the pandemic, Project Light went to great lengths to keep its doors open to serve our students, whereas other organizations shut down. Thanks to an infusion of grant money from the Selby Foundation, PL has undergone much-needed extensive internal and external upgrades.. In sum, Project Light is a great place to work!

• •What does Advanced English look like? What materials do you use?

The course helps students develop the skills needed to succeed in college and in the workplace. Student workbooks, collaborative worksheets, and teacher-supplied materials are also used to supplement the ten topic-focused textbook chapters.

• How do your students help one another in the class? At home?

Students often help their peers by providing the “right” English word or phrase when engaged in classroom conversations with their partner or instructor. The more socially-minded students also exchange phone numbers for networking and getting together outside class.

• Where do your students “go” after completing your course?

Students will use their English proficiency for higher educational advancement, attend a trade school to get a better job, join PTA meetings, or become confident enough to serve as a volunteer at their children’s school.

• Congratulations on receiving the Outstanding Literacy Volunteer Award in 2018. Why was that accolade significant to you? Project Light?

Although everyone likes to be recognized for his or her achievements, the major significance of this award for me was that Project Light received a $500 grant as part of the award—money sorely needed at that time.

• What are your pastimes?

I am a sports junkie—passionate about college basketball—love classical music, and enjoy gardening.

• •What would you like to tell others who are thinking about volunteering?

Many people may feel their life is too crowded to volunteer. Others may feel they lack requisite skills. Taking the first step and jumping in is the most difficult. It’s best if the volunteer opportunity you are considering fits your personality, and you have a strong desire to help the underserved. In my 11 years as a volunteer teacher, I never tire of hearing my students say, “Thank you teacher,” as they file out after every class. For me that reward is priceless!

Marva Duley: Reversing the Spotlight

by Sandy Chase

A Project Light volunteer, Marva Duley repeatedly shines the spotlight on other volunteers. Her testimonials highlight how colleagues help boost the nonprofit’s mission of supporting the advancement of adult learners through English proficiency, literacy, citizenship, and employment skills.

Avoiding the limelight exemplifies Marva’s modesty. But Executive Director Elena Farkas,

fellow teachers and students have turned the light on Marva, capturing her essence:

“A dedicated English language teacher at our school, Marva is well-suited to our philosophy and environment. Organized and sociable, she brings a delightful presence to our community.”

Elena praises Marva’s insights about her students:

“Marva, who’s bilingual, understands our students’ determination to achieve English proficiency, essential for work. In her teaching, she uses her knowledge of Spanish, recognizing the challenges immigrants face in learning a new language or being on the job without adequate English skills.”

Many attest that Marva is a role model who uses humor and persuasion to encourage her adult learners to overcome difficulties and excel in class and succeed in this country.

Level 1 and 2 teacher Matt Suddes had been impressed by Marva’s great personality and sense of humor when she toured the school. “What’s more important, students were excited when she answered my questions in both English and Spanish.”

Partnering with Marva at times, Matt says, “She inspires her students with her enthusiasm and caring.”

Echoing other clients, two students are grateful for Marva’s teaching. Nestor Pena says, “English should be written how it sounds.” Agreeing with him, Marva points out that that’s true of other languages as well, including Spanish.

Wisiline Cherry says, “I need English to speak with my child because he was born in the USA. And Marva helps us.”

Elena also alludes to Marva’s creativity and generosity. “After I commented about her well-crafted hairbands and earrings, Marva humbly revealed that those and other items make up her jewelry line. She kindly donated several sets of jewelry for our annual winter fundraiser, Bubbles, Beats, and Bites"

Elena expresses Project Light’s gratitude: “Marva's understanding of two languages and her business experience make her an asset to teachers, students, and staff, particularly our newcomers.”

• How did you learn about Project Light?

I discovered Project Light by researching schools that offer ESL (English as a Second Language)classes. My employer asked me to Google such schools, and after speaking with Project Light’s Executive Director Elena Farkas, she invited me to visit two classes: one on Tuesday and the other on Thursday.

I was impressed with how the school helps support adult learners through literacy, Project Light also prepares attendees for citizenship and employment skills. I also chose PL because of its proximity to the employee’s home.

•  What about Project Light inspired you to volunteer?

I have a desire to make a positive effect on people by helping them get basic English language skills so they can communicate with others. I believe that volunteering is a meaningful way to give back and contribute to the well-being of others. It brings me joy to support causes that I feel will influence others’ lives.

• What keeps you inspired to continue at Project, given your career? Have you

considered teaching other levels at PL?

As a Panamanian immigrant, I understand the importance of assisting other immigrants in

learning the language used for business in the USA and helping them teach their children. After observing the PL structure, I want to follow the lesson plans, while continuing to help Elena fulfill our mission.

• Describe the Beginner English class(es) you teach. Have you taught elsewhere?

The beginner class I teach is Venture 101, which focuses on introducing basic vocabulary,

grammar concepts, and language skills to students who may understand little or no English. The class covers the alphabet, greetings, numbers, and simple sentence structures. Activities may include writing, speaking, and showing ways to gain confidence in using the English language.

• What materials are most helpful for you/your students?

Materials that are helpful are the textbooks, practice problems, and students’ phones.

Additionally using flash cards and the Kidz A-Z app are also great for learning.

• How are phones helpful in teaching your adults? Tell me more about the Kidz A-Z app.

Many adult learners of English rely on translation in their native language to understand difficult words and concepts. Personally, I use several apps such as Elevate (https://elevateapp.com/) ,

Scholar (https://scholarsapp.com/), and WordWeb (https://wordweb.info/free/) as learning tools.

For students, Kids A-Z can be helpful, especially for adults receiving instruction only two days a week. Such students need more immersion in the language, and this app can assist them in achieving that.

• How has your career helped you at Project Light? What skills do you apply at Project Light?

I used to work for a multinational corporation, monitoring American companies operating in Mexico and other Latin American countries. I apply the same skills for successful management, including organization, problem-solving, and people skills, with both students and fellow teachers.

After retiring for the first time, I returned to Mexico and decided to teach Business English at Interlingua because teaching is something expats (individuals living and/or working in a country other than their country of citizenship, often temporarily and for work-related reasons) are permitted to do in Mexico. Many Mexican nationals work for American and Canadian companies and need to travel to the USA. Therefore, they require proficiency in both English and French.

• What have your students taught you?

My students give me feedback about certain aspects of my teaching method that they may not fully understand. This constructive criticism helps me improve their language learning experience. Additionally, as an expat from Panama, I have found that my students provide me with valuable cultural insights. Learning about their culture and traditions has been a wonderful experience for both me and my students.

• What are your challenges? Rewards?

Some students don't have language-learning support at home, making it difficult for both the student and me to prevent them from giving up. However, it is rewarding when students are able to create simple sentences on their own.

• What suggestions do you have so students don’t give up because they’re disillusioned?

I always advise my students to make friends with their classmates so they have someone to study with. But if they can't do that, I suggest they watch English movies and listen to musical lyrics as it helps improve their language skills.

Whenever I come across my current or past students, I make sure to acknowledge their hard work and dedication by rewarding and praising them. Rewards at the beginning of the term might consist of magnets that have simple, encouraging phrases like I Can Do It! and Dream Big. In the middle of the term, I give books to each adult learner. At the end of the class, I say goodbye with high fives or give them the dap (friendly gesture of greeting), reminding my “graduates” to continue doing their homework.

• What are your pastimes?

I have been spending my free time this year working with the Manatee County voting system to fulfill my civic duty. When not doing that, I enjoy reading and listening to podcasts while driving. Additionally, I have a small upcycled jewelry line that I promote on Instagram. I enjoy using social media as a means to connect with others.

• What would you like to tell others who are considering volunteering?

Volunteering gives you the opportunity to be effective in the world and be a part of positive change. Your efforts, no matter how small they may seem, can have a significant effect on the lives of others and contribute to building a better society.