Educational issues were studied as related to women in one visible minority population in the Vancouver area--recent immigrants from the Punjab state in India. The 10-month demonstration project involving 13 participants is analyzed in terms of five research topics: participation in the program, Punjabi-English biliteracy, classroom instruction and learning, long-term impacts of ESL literacy acquisition, and public information materials that affect their use among program participants. An effort was made to provide culturally relevant instruction and then assess it for its wider use. Curriculum decisions were made by the instructor in consultation with students, researchers, and an advisory committee. Among the findings were that: (1) participation in the program was influenced by length of residence in Canada, family roles and support, knowledge of English, expectations for further education or work, and awareness of Canadian institutions; (2) uses of English and Punjabi literacy were differentiated according to social action domains; and (3) learning was affected by language code, self-control strategies, personal and social knowledge, and social experience. Appended are a list of the advisory committee and three Punjabi-English usage charts. Contains approximately 100 references. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)