This report presents the findings of a Canadian study that in established a part-time instructional program for a small number of Punjabi-speaking women immigrants and traced their uses of literacy and English in classroom and home settings. Measures of literacy and language use were taken during the 6-month instructional period and 4 months later. Analysis of classroom and interview data indicate that participants' efforts to teach and acquire literacy in a second language focused on five aspects of knowledge, including: language code, especially vocabulary; self-control strategies and schematic representations for reading and writing; personal knowledge; social knowledge; and social experience. A major instructional challenge was to create learning tasks to address all five aspects coherently and holistically while providing sufficient guidance and practice in each to foster appropriate consolidation of knowledge. Long-term impacts of language and literacy learning on the women's lives appeared in more frequent reading for information in English, interactions with children's schools, telephone communications, formulaic writing, and use of the local library and public health unit. Accuracy in certain morphemes and control of English syntax increased slightly in the women's writing. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)