Abstract
This paper examines literacy policy and practice in six Language Instruction for Newcomers to Canada (LINC) classrooms. The study focused on three questions: (1) What literacy practices did these newcomers participate in their new country? (2) How did their teachers understand the role of writing in their learners’ lives? (3) What and why did their learners write in their LINC classes? Our results indicate that while the LINC learners had a broad and varied understanding of the role of writing in their lives, both they and their teachers viewed writing in LINC classes as a vehicle for the development of linguistic accuracy rather than as a socially situated practice.
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