Literacy Partners students commit themselves to one of the toughest challenges in the world: learning—as adults—to read, write, and speak in English. We’re constantly inspired by their fierce determination to improve their lives and those of their families. Here are some of their stories:

Moravet Espinoza Carmen Guaman Maria de Jesus Perez Leobardo Nova

Moravet Espinoza:
Overcoming Immense Odds for the Love of her Children

“When I was a child, I did not have a voice. Now I am a mother and I want my children to have a voice.”

Moravet Espinoza is currently enrolled in our Queens English for Parents class. Moravet’s inspiring story prompted us to ask her to be the student speaker at our Gala this year. Below is what she shared. Watch the full video here.

“Hello, my name is Moravet. I am from Mexico City. My husband and I came to New York in 2000 to give our children a good future. I am learning English at Literacy Partners with my teacher, Sandra. My class is good for my English and so much more. It helped me with my family in a very special way.

Last semester we had a project called Moments of Connection – a time when we, as parents, connect with each child beyond physical contact to create a strong bond with our children.

I have three children: Atzri, Jesus and Jim. I love my three children. One is an adult, one is a teenager, and one is a child. They are the reason I am standing here tonight.

Every night at dinner, we turn off the tv and cell phones so there are no distractions. We connect by talking about our day, our fears or goals, and we say why we appreciate each other. This makes my family smile. I never did this with my family when I was growing up. My children are not close in age but this special moment helps us connect and understand that we should always find time for family.

My son Jesus was born with a terrible condition called DiGeorge Syndrome. One week after he was born, he went for his first open-heart surgery. The doctors told me that he will need treatment for the rest of his life.

I decided to make his life as meaningful as the ones my other two children have. I decided the fear of losing him will not stop me from loving him. I want every moment to be a “moment of connection”.

My teacher, Sandra, showed us how reading a book can be a moment of connection with children. My parents never read to me when I was a child, but I decided I was going to try it with Jesus.  

A few days ago, I read him The Family Book by Todd Parr, and this is what happened: First, I practiced pronunciation with Jim. He is always there to help me.  He knows I am trying very hard to learn English. Then I read the book to Jesus.

He laughed at me – maybe because he has never heard me speaking English or maybe because I don’t pronounce words well? I remember Sandra says to have a conversation with your child. She says to ask questions to see if he is understanding. I asked Jesus: What color is this? How many fish do you see? I am very happy of the progress we are making in reading and understanding a story.

I want to thank the people who support Literacy Partners. Thank you for supporting reading and for helping parents become better role models for their children. I am very happy to be in such a different English class, where we feel like very important people.

When I was a child, I did not have a voice. Now I am a mother and I want my children to have a voice.”

Carmen Guaman: Reading Opens New Doors

Reading has become a huge part of Carmen’s life, as she shares her improved English with Nuriel and Jacquelyn. Every night before bed, Nuriel and Jacquelyn eagerly say, “Mommy, you have to read with us!”

Thirteen years ago, Carmen left Cañar, Ecuador to support her family. She arrived in the United States with the dream of helping her family back home, but quickly discovered the difficulties of not knowing English. Without knowledge of the language, Carmen faced hiring discrimination, low salaries, and was barred from job opportunities available to English speakers.

After friends told her about Literacy Partners, Carmen joined with the hopes of gaining access to the many opportunities New York provided – for insurance and health care, jobs and education, but most important, for her children. She believed she would be able to seize those opportunities – to climb the ladder and better provide for herself and her family, once she learned English. Carmen was struck by the support system provided by the students in the class, and her teacher, Sandra Cespedes.

Prior to joining her class in Corona, Queens, Carmen was frustrated by her lack of English,  especially in her inability to help her eight-year-old son, Nuriel, with his homework, often seeking help for him at the library. She was nervous to ask questions to MTA workers and others – scared of speaking incorrectly.

One of Carmen’s favorite things about New York is the freedom – and through Literacy Partners, she now feels she has the opportunity to express herself. Now, Carmen is confident in her day to day life. She is excited by the thought of talking to Nuriel and her daughter, five-year-old Jacquelyn, in English. Her son helps her with her English – Carmen uses her knowledge of ‘why’ and ‘where’ to continuously question her children in an effort to understand them better. This has made Carmen’s relationship with her children stronger. “We help each other,” she says. “We don’t seek outside help – we work together to understand.” Together, they work together – and learn together – as they look for English translations.

Reading has become a huge part of Carmen’s life, as she shares her improved English with Nuriel and Jacquelyn. Every night before bed, Nuriel and Jacquelyn eagerly say, “Mommy, you have to read with us!” Carmen happily obliges, allowing her children to pick the books. Reading with them has also prompted independent reading. Although Jacquelyn doesn’t know how to read yet – she’s just starting her journey! – she makes up stories according to the pictures, as she begins to recognize words. With Carmen’s help, she is teaching herself how to read – on one occasion, Jacquelyn happily said, “I am little.”

By reading with Nuriel and actively helping with his homework, Carmen has seen a positive change in his grades. “Before, he never showed me his grades,” Carmen says. “Now, he comes to me and is excited to share his grades with me – Mommy, I got a 100! I got an 85!” This motivates both of them to work together on Nuriel’s homework and make corrections. Nuriel’s teacher has told Carmen that Nuriel is improving in his grades and is seeing positive changes, as his writing and reading grades have improved.

The improvements in her children’s learning have inspired Carmen, who says, “I want to learn English really well. My children encourage me to use my English and grow more confident. I want to continue teaching my children because they are my life.”

Maria de Jesus Perez: President of the Parents

“We’re learning the same words,” Maria says. “I like that because we understand and learn together. We say, ‘You try. I try. ’”

Maria came to the United States from Veracruz, Mexico in 2004. When her sons (nine and six) started school, Maria realized she needed to learn English. She had already had difficulty communicating at the hospital, around the neighborhood, with her landlord, and at her son’s school. She would need translation services to communicate her needs to others. But it was when she truly struggled to help her children with their homework, that she knew she needed to learn English.

Maria called joining her Literacy Partners class “perfect,” because it fit with her schedule and allowed her to feel safe knowing that she could learn English after her son had been dropped off at school. She’s also excited by the opportunities the class has given her. Now, Maria is happy that she can help her two sons, nine-year-old Mauricio and six-year-old Ronaldo, with their homework, in addition to reading to them in English and Spanish. As Ronaldo started first grade, Maria realized the similarities in their education. “We’re learning the same words,” Maria says. “I like that because we understand and learn together. We say, ‘You try. I try. ’”

Every night, Maria, Mauricio, and Ronald sit down for two hours to work on their homework together, building a connection as they work on their assignments for their respective classes. Two years ago, Maria would have called the school hotline to get homework help for her son – now, they check the homework together. “When we practice everyday language and vocabulary, we say ‘I got it.’ and ‘Yes, you can.’

Maria’s participation in education doesn’t stop there – she’s now an active parent at her son’s school. Last year, when she would call her son’s school, she would have to wait on the phone for half an hour to get a Spanish translator. Now, she speaks with school officials directly. Not only is Maria able to engage with the school in English, but she has become an active member of the school community. Maria joined the PTA, inspired to help others in her community by applying her English skills. Recently, the principal called her “the president of the parents.”

Since enrolling in her Literacy Partners class in Corona, Queens, Maria has worked hard and has achieved extraordinary results. In one academic year, she’s gained two educational levels! She also reports a reduction of stress. As she builds bonds with her sons by learning English, her educational involvement has spiked; she’s gone from never helping her sons with homework to helping 5-6 times per week. Further, she has increased time spent reading with them (the greatest single thing parents can do with their children to improve academic performance and school readiness) from 1-2 times to 3-4 times per week.

Both her sons are doing well in school as a result. In our conversation, Maria emphasized the importance of learning English as a mother – it allows her to maintain her children’s well-being by communicating with the school, doctors, and other parents. Her goals now are to seek work opportunities as her English continues to improve, and to help her children. She’s confident and secure, no longer nervous to reach out to others, instead, stepping into a role as a leader and translator for those who need assistance.

When asked what she enjoys most about living in New York, Maria said, “everyone has the freedom to express themselves how they want.” And now Maria can have a taste of that freedom – in English.

Leobardo Nova: Closing the Achievement Gap

“My son and daughter will not be statistics…the achievement gap is closed.”

Life forced Leo to drop out of high school in his final semester – heartbreakingly close to the finish line. At the time, he was living with a cousin, working part-time and attending high school. With just 3 days’ notice, his cousin informed him that he was moving out of state for work. Leo went from being a high school student with a part-time job to a drop-out, working two jobs in order to make ends meet.

Ever since then, Leo, 35, has wanted to go back to school to finish. He was determined to build the best life he could for his two children – 4 year old Hallie and 7 year old Jonathan.

When Leo started attending high school equivalency (HSE) classes in Staten Island, his son Jonathan was one of the poorest readers in his class and was well behind the class average. Leo started reading with Jonathan every night for 20 minutes. Based on what he learned with our teachers, he didn’t force the reading, but adopted a fun and engaging approach. Jonathan made rapid progress, finishing the school year by jumping up 3 reading levels! He is excelling in school, confident and having fun.  He was even recognized as Student of the Month. Best of all, after a couple months of Leo reading with Jonathan, Jonathan started reading to his younger sister, Hallie – passing on the love of reading. 

In his class, Leo made progress in math and essay writing with the guidance and support of Phil Cameron, his teacher. When the time came to take the TASC exam (formerly the GED), Leo awoke with a migraine, and was given a calculator that did not function. Despite these unexpected circumstances, Leo dug into the test – and passed, earning his high school degree.

The fact that Leo was a lifelong reader was a major asset to his schoolwork. Leo says that in 9th grade, a co-worker at the pizzeria where he worked lent him a book. From then on, he was hooked. He developed a keen interest in science and news, world politics, and novels. Leo became eager to share his love of reading and knowledge with Hallie and Jonathan, as well as his peers. Phil tells us that “I always learned something in my conversations with Leo.”

As is the case with so many Literacy Partners students, what Leo learned in class has had a direct and immediate impact on his children. In Jonathan’s case, the impact was tremendous. Not only did Jonathan see Leo working hard on his own studies, but our Books of Their Own program helped them make family reading a daily habit.

Like Leo, many of our high school equivalency students face numerous challenges to earning their diplomas.  A high school diploma is a necessary credential that opens doors to higher education, better-paying jobs, and a life of greater stability. And like Leo, our students have the intelligence and perseverance to overcome life’s challenges.

After passing his TASC, Leo would like to enroll in college and pursue work in radiology. He is also saving up to buy a home for his family. We are so proud of Leo, Jonathan and Hallie, and look forward to what they will accomplish next.