Description
Book SynopsisThis book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place; the meanings they have for users; and the purposes they serve. This shifts the focus from a narrow, functional and externally imposed definition of literacy, numeracy and language learning, to more open and numerous definitions that focus on what people do with their knowledge, understanding and skills in a range of contexts.
Adult Literacy, Numeracy and Language shows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language. Bringing together the views of researchers, policy makers and practitioners, it helps readers to develop an understanding of
Table of Contents
Introduction
Social Practice of Adult Literacy, Numeracy and language, Mary Hamilton, Yvonne Hillier and Lyn Tett
Section 1: Literacies as Situated Social Practice, David Barton, Ursula Howard and Lyn Tett
Section 2: Literacy, Language & multi-lingualism’ Elsa Auerbach, Celia Roberts and Mahendra Verma
Section 3: The Politics of Numbers’, Mike Baynham, Diana Coben and Alison Tomlin
Section 4: ‘Measuring and assessing adult literacy, numeracy and language’, Harvey Goldstein, Peter Lavender, Jay Derrick
Section 5: Crossing boundaries: facilitating interactions’, Yvonne Hillier, Juliet Merrifield and Mary Norton
Afterword
