This article analyzes the connections between the oral genres
displayed by Gitano (Spanish Gypsy) children and adults during
religious instruction classes at an Evangelist church and the writings
produced by Gitano children in an after-school computer program in the
same community. Results are discussed in relation to two strands of
received assumptions regarding Gypsy culture and recent theoretical
insights in the study of literacy and discourse. On one hand, previous
portraits of Gitano culture as exclusively oral need to be revised, in
line with a more social and situated perspective on literacy. On the
other, the results are a basis for critical examination of dominant
explanations regarding the educational failure of Gitano children, an
argument that highlights the importance of engaging intratextual
linguistic analysis with discussions of the social and institutional
orders.We first thank the research
participants for their warm welcome to the different sites that are
part of this study. We also thank two anonymous reviewers for their
comments. This study began when David Poveda worked in the School of
Education and Humanities of the University of Castilla-La Mancha, where
Ana Cano and Manuel Palomares-Valera completed their training. The
research project was funded by the University of Castilla-La Mancha
through an internal research grant (Principal Investigator: Beatriz
Martín).