Correctional English as a second language literacy for male Latino parents

Abstract

This qualitative study examines Latino Spanish‐speaking inmates' participation in an English literacy project. The research questions were: What is the impact of the project on the participants’ literacy development? How does a Latino literacy project for Spanish‐speaking inmates facilitate parent engagement? Data collection included qualitative questionnaires, participant journal entries, attendance sheets, field notes, and interviews with male inmate parents. This study provides adult educators working with inmates a closer look at the impact of culturally relevant programs and supports the need to offer diverse programs for Spanish‐speaking inmates.