Among the strategies proposed, the research team felt it was critical to develop topics that would appeal to a male audience. Much of the research undertaken for the project focused on this aspect. Four major categories were established – School, Systems, Community Involvement and Home – along with numerous sub-topics to flesh them out. For example, under the School section the topics range from school-related issues and concerns to supporting children in sports and cultural activities. In the Home section, topics include keeping peace at home, parent as teacher, and building self-esteem in children. In total, 17 topics of general interest to men have been de- veloped for facilitators that incorporate language and literacy activities.

"We are very pleased with the work our researchers / curricula developers produced with respect to topics," notes Cairns. "The materials have not only incorporated high interest topics, but also delve into strategies to deal with different learning styles, provide opportunities for cross-cultural reflections and exchanges, and develop language and literacy skills."

To test the appeal and usefulness of the topics, a series of pilot programs were conducted in 2003/04 and the feedback provided indicates that Moving Forward is a worthwhile project and meshed well with the interests of the participants.

Jerry Novlan is a former school administrator and teacher who developed content and took part in the pilot programs for Moving Forward. Novlan says the topics covered were well received and were perceived to be of interest and value. Additionally, the feedback participants provided revealed the value of and ongoing need for this type of project.

"What makes Moving Forward particularly useful is that participants can practice their ESL skills in a non-threatening, non-academic grading environment through dialogue and discussion about concerns and issues that are important and relevant to them as men," comments Novlan. "The participants I worked with demonstrated a strong desire to learn about Canadian culture and lan- guages. They were very grateful for the opportunity to participate and indicated they would pursue further programs."

In addition to topics/lesson plans being developed for facilitators, a tool kit has been created to assist community agencies interested in providing language and literacy classes for ESL males. The tool kit invites an agency to examine its readiness for such an undertaking, to explore strategies for attracting the target clientele, and to consider seven tips for developing/implementing a successful language and literacy program.

Cesar Cala is a long-time community worker whose experience developing workshops designed to encourage immigrants and refugees to become more fully engaged in community life added a lot to the project. Cala knows what it takes for programs such as Moving Forward to succeed.

"Building trust is important as the community is more willing to work with people they have worked with before," offers Cala. "It is also important to understand their needs and involve the community in planning and delivery of the courses. This helps build ownership and helps sustain the program over the long-term."

The task of attracting ESL men to literacy programs may seem overwhelming, but there is ample research to suggest it can be done. With the development of the Moving Forward curriculum project and tool kit, organizations offering services to ESL men now have a wealth of resources to both attract and maintain them in their programs.

For more information about the Moving Forward project, contact Laureen MacKenzie or Elaine Cairns at (403) 410-1501.