Second language learning needs of illiterate Italian adults, students of English as a Second Language

grantor: University of TorontoThis study explored the language learning needs of adult immigrants to Canada from Italy who were not literate in Italian, their first language, but who, for whatever reason, had to become literate in English. The study presents an historical overview of literacy/illiteracy issues, immigration patterns and language policy in Canada, and developments in the field of adult literacy and ESL literacy. It describes and compares the perceptions of second-language learning needs of these students, obtained from a sample of 5 English as a Second Language (ESL) teachers and 25 ESL students. The study presents qualitative data outlining the personal behavioural, motivational and attitudinal characteristics of the students. It also addresses their language-learning, information and personal needs. Ideal and actual teaching strategies employed by teachers are also described. The study concludes with recommendations focusing on current thinking about the change process and a discussion of the future of ESL literacy in Canada.M.A