Adult Literacy, Numeracy and Language: Policy, Practice and Research - Tett, Lyn;Hamilton, Mary;Hillier, Yvonne
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This 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…mehr

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Produktbeschreibung
This 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 contemporary policy developments and encourages them to examine their own practice as adult basic education teachers, in order to respond more effectively to the needs of their students.
This book is a valuable resource for practitioners, researchers and students on courses in adult and continuing education (particularly basic skills), postgraduate students, and researchers in the field of post-compulsory education.
Autorenporträt
Lyn Tett is Professor of Community Education and Lifelong Learning at Edinburgh University. She is particularly concerned with the action that can be taken to promote social justice and inclusion in post-compulsory education. She directs projects to develop research and training materials for the adult literacy and numeracy curriculum in Scotland. Mary Hamilton is Professor of Adult Learning and Literacy at Lancaster University and a member of the Lancaster Literacy Research Centre. Her main areas of research are in policy issues and public representations; comparative perspectives on adult literacy and numeracy; processes of informal adult learning and access and transition for mature students. Yvonne Hillier is Professor of Post-compulsory Education, City University, London. She has worked as a volunteer, part time tutor, and organiser of adult basic education, and been involved in professional development programmes for teachers and tutors in post-compulsory education. She is the co-ordinator of the Learning and Skills Research Network (LSRN) for London and the South East. Her main areas of research are in the policy and practice of adult learning. Elsa Auerbach is a professor in the English Department of the University of Massachusetts at Boston, USA. She is a prize-winning author and researcher in the field of TSEOL. David Barton is Professor of Language and Literacy and Director of the Literacy Research Centre at the University of Lancaster. Mike Baynham is Professor of TESOL at the University of Leeds where he is Director of Research in the School of Education. Diana Coben is based in the department of education and professional studies at Kings College, London. She has a particular interest in adult mathematics numeracy education. Jay Derrick is an educational consultant. He has a particular interest in supporting the development of Workplace Basic Skills. Harvey Goldstein is Professor of Statistical Methods, at the Institute of Education, University of London. Ursula Howard is Director of the National Research and Development Centre for Literacy, Numeracy and ESOL. Peter Lavender is Director for Research, Development and Information and the National Institute for Adult and Continuing Education. Juliet Merrifield is Director of the Friends Centre, Brighton. Mary Norton is Co-ordinator, The Learning Centre, Edmonton, Alberta, Canada. Celia Roberts is Senior Research Fellow in the School of Education, Kings College, London. She has a special interest in the practical relevance of research for practitioners. Alison Tomlin is Research Officer, Kings College, London. Mahendra Verma is a researcher in the Department of Languages and Linguistic Sciences at the University of York.