IMMIGRANT FOCUS

As previously mentioned there were a number of comments that underlined the difference between Adult Literacy and English as an Additional Language (EAL). The EAL programming is funded and administered through Labour and Immigration Manitoba (LIM).

• There were a few comments from literacy practitioners in rural areas to include immigrant language development as part of the general approach to meeting the language development needs of their clients. That is to say, have it on the same site.
• In some cases literacy programs accept learners who have completed EAL training. Some other literacy programs accept immigrants who by-passed EAL to go straight to work and are now coming back to develop their English language skills.
• Testing for work-related certification is a unique challenge for immigrants. Many practitioners felt that the test construction creates cultural biases that get in the way of testing the specific skills and knowledge necessary for certification. This is felt to be specifically true in Apprenticeship and the Test of Workplace Essential Skills (TOWES).
• Financial living supports for immigrant learners are seen as a barrier to effective English language development.
• A recent development has been to set up and operate a central language assessment and referral centre for all new immigrants Winnipeg English Language Assessment and Referral Centre (WELARC). This is considered to be an important improvement in programming support.

FRANCOPHONE FOCUS

In Manitoba Francophone literacy needs are essentially coordinated and offered through an organization called Pluri-elles (Manitoba), Inc. Funding for Francophone literacy is provided by both federal and provincial governments. Many of the issues characterizing English literacy are present in the French domain. There are also some differences that were raised during the consultation:

• In Manitoba the literacy skills of the Francophone population are lower than those of the English population. This factor is consistent with other provinces that have a significant French population.
• Many recommendations for improvement are similar for both French and English programming:
  • Improve wage levels of staff
  • Provide more and better training for practitioners/instructors
  • Increase program hours
  • Strengthen Family Literacy
  • Provide better transportation for learners to access programs
  • Simplify the yearly program application process
  • Emphasize the importance of teacher/trainer student relations
  • Emphasize the importance of flexibility, particularly regarding the hours of program availability.
• The Francophone clientele is considered to be diverse. Many of the students are attempting to reacquire their original language; some are trying to acquire French by virtue of having become part of the French community. Also some are immigrants who do not have a strong foundation in their original language, that
  being French.
• There is currently no program to provide adults with high school credits through the Mature Student Diploma program.