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 motivations 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 Britain against the background of the developments and debates of pedagogic thinking, and in the ethos, policies and prejudices shaping the teaching and learning of English.
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