This book combines theoretical and applied linguistic aspects of learning English as a second language by the newer minorities in Britain. This empirical study of the attitudes and motivation of a sample of adult ESOL learners offers a cross-cultural, social and psychological perspective. It includes a discussion and interpretation of ESOL teachers' views about the ESOL enterprise in this country against the background of the developments and debates in pedagogic thinking, and in the ethos, policies and prejudices shaping the teaching and learning of English.
