| Summary: | This study concerns the context and practice of French as a second language instruction in the voluntary sector in Paris. The work discussed was undertaken within an association for adult immigrants. The objective of this association is to equip their learners with the language skills necessary to allow their integration into the French workforce. Perhaps the greatest challenge facing the teacher of adult immigrants in such a context is the problem of diversity. Each student arrives with a different level of language skills (oral and written), with a different background, and different needs. Matters are not helped by the absence of an entry test, the constant coming and going of new students, and the differing levels of expertise and teaching techniques amongst the staff of voluntary teachers. We will begin with a modest sketch of things as they stand at this association before tentatively outlining a pedagogical response to the challenges posed.
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