The project assignment is on the attached file and the original project is on the other file.

Franco Nadel

Ash Wood

MWF Wescoe

The community I represent for this project is no other than the group of Paraguayans living in Lawrence, Kansas. For several years now, many Paraguayans have attended the University of Kansas, and at the moment, there are roughly 30-40 Paraguayans living and studying here. We all live in the same neighborhood, and I share a house with three other Paraguayans, demonstrating that although it is a small community, it is a strong one. This project provides a great opportunity to take a step back and analyze my community here in Lawrence. Throughout the past year, I have been introduced to many different communities and engaged in conversations that revealed an interesting phenomenon: even though we speak the same language—Spanish—the way we speak is entirely different. The same words hold different meanings across various Latin American countries, and unique terms or tones arise depending on the culture. Each Latin country, including Paraguay, has its own linguistic identity, which made me realize just how unique my community is.

When reflecting on my literacy journey and its connection to my community, I see key moments that have shaped my relationship with language, culture, and identity. One of the most profound ways our community bonds is through shared cultural and non-linguistic practices, such as the "Guiseada" or "Asado." Twice a week, about 20-30 Paraguayans gather for dinner, where we prepare traditional dishes like "Vori Vori" and "Sopa Paraguaya." These meals help us stay connected to our roots, especially since many of us are not particularly fond of American food. We not only cook and eat traditional foods, but we also play music from Paraguay or watch football matches from the Paraguayan league, keeping alive the passion we have for the sport. These gatherings foster a deep sense of community and belonging, which is important when living far from home.

From a linguistic perspective, a crucial part of our literacy journey involves the fusion of languages. Many of us find ourselves in a constant state of "Spanglish." It is common for us to mix English and Spanish in our daily conversations, finishing sentences in English while starting in Spanish or vice versa. For instance, when telling a story, I might begin by saying, "You won't believe what happened last night," then proceed to tell the entire story in Spanish. This blend of languages reflects our unique experiences living in the United States while maintaining our Paraguayan roots. Even our emotional expressions have shifted—we rarely curse in Spanish anymore, opting instead for quick reactions in English. This is not only a reflection of where we live but also of the emotional connection we now feel to certain expressions in English. It feels more natural, and many in the community agree on this point.

My own literacy journey has been deeply shaped by these linguistic interactions. Growing up in Paraguay, I was surrounded by both Spanish and Guarani, our native language. I did not fully appreciate the significance of speaking two languages until I moved to Lawrence. Here, Guarani serves as a private language among Paraguayans when we do not want other Spanish speakers to understand us. For example, if someone is saying something nonsensical, I might turn to a friend and say, "Mba’e piko este," which translates to "What is this guy saying?" This dual literacy in Spanish and Guarani has given me a deeper connection to my heritage and a stronger sense of identity within my community. Speaking Guarani reminds me of where I come from and reinforces the unique bond we share as Paraguayans.

However, my literacy journey goes beyond just language. When I first arrived in the United States, I struggled with adapting to academic writing in English. I had always been comfortable with Spanish, and writing in English felt daunting. Over time, I immersed myself in reading, writing, and engaging with academic texts in both languages. The process taught me not only how to articulate my thoughts in English but also how to navigate different forms of literacy. In addition to academic literacy, I also found new ways to express myself creatively through writing. I began journaling, reflecting on my experiences as a Paraguayan student in a foreign country. This personal reflection allowed me to embrace the intersection of my identities and how language plays a central role in shaping those experiences.

One key moment in my literacy journey occurred when I participated in a class discussion at the University of Kansas. The conversation centered around multiculturalism and language, and I found myself speaking about the linguistic challenges and advantages of being bilingual. Sharing my experiences of using both Spanish and English, while also holding on to Guarani, helped me realize the significance of my own literacy journey. This was not just about language—it was about identity, culture, and the way literacy serves as a bridge between the two. That moment solidified for me that my ability to navigate multiple languages is a strength that connects me to various communities, both in Lawrence and back home in Paraguay.

In conclusion, my literacy journey is a reflection of the experiences I have had within my community. From the traditional Guiseadas to the linguistic blending of Spanglish and Guarani, literacy is a vital part of how we navigate and understand our place in the world. It is not just about reading or writing; it is about the way language connects us to culture, identity, and one another. As I continue to engage with my community in Lawrence, I see how these experiences shape not only my understanding of literacy but also how I use language as a tool to connect, reflect, and grow. Whether it is through casual conversations or academic endeavors, my literacy journey is ongoing, and I am grateful for the way it has helped me embrace both my Paraguayan roots and my life here in the United States.