Non-Literate Adult Immigrants from Ethiopia in Israel Learning to Read and Write in a Second Language

Abstract

The present article describes an innovative program for second-language instruction targeting adult immigrants from Ethiopia in Israel, who have limited first language literacy. This program is based on theory and empirical research in the areas of brain studies, literacy and second language instruction, as they pertain to the case of semi-literate adults in the context of migration. The implementation and evaluation of this program in the framework of immigrant language classes are described here, in an attempt to gain a better understanding of the challenges facing program developers, teachers and learners in the field.