| Summary: | This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to Canada). Assuming that many Somali women arrive in Canada with limited experience with print literacy, and so encounter novel challenges in their settlement and learning experiences, I interviewed 4 Somali women about their uses and perceptions of the value of literacy in their lives and their experiences of learning to read and write in Canada. A cross‐case analysis revealed how social forces constrain and enable the women’s literacy practices, shaping both how they access and use literacy, as well as the ways in which they understand and value literacy. Implications are outlined for ESL educators, researchers and policy makers.
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