This guide, written in French and designed for literacy teachers, offers suggestions for providing appropriate literacy education for Canadian francophone women. It recommends an approach that is based on learner needs, is holistic, and focuses on the student as the principal agent of her own education. A discussion of instructional management techniques looks at performance contracts, various grouping strategies, individual instruction, evaluation, and use of local resources as options to be considered. A thematic method for curriculum design is suggested, and a variety of possible instructional materials are noted, including authentic materials, audiovisual aids, student-designed materials, and student portfolios, as well as traditional texts. One chapter is devoted to a discussion of teacher characteristics and knowledge that support effective instruction, and potential difficulties. Another chapter looks at some additional issues in provision of literacy instruction, including promotion of political solidarity among francophones as a motivating factor, and for-profit vs. not-for-profit instruction. Appended materials include a list of curriculum themes and subthemes (interpersonal relations, parent-child relations, physical and mental health, financial resources, self-knowledge, respect for others, leisure and culture, politics) and two sample lesson plans. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)