Literacy Challenges for Language Learners in Job-Training Programs

Abstract

This paper describes a study carried out in a pre-apprenticeship job-training program held at a community college in central Canada, in which learners from a variety of language backgrounds were enrolled. Through a combination of student questionnaires, learner interviews, and participant observation in the classroom, information was gathered on factors affecting progress in such programs. The article describes the language and literacy challenges encountered by the learners in relation to the Luke and Freebody (1997) four-tier model of literate competency. Discussion outlines the preferred teaching characteristics which learners identified as helpful and explores the possible long-term impact of learning initial literacy in a second language.