ABSTRACT
In Chapter 3, I began to discuss the implications of a social view of literacy for the teaching and learning of literacy, language and numeracy. In this final chapter, I want to pursue this discussion and spend more time reflecting on what difference a social practice view of literacy (numeracy and ESOL) can make with regards to policy and practice. I start with a discussion of policy: where does the social practices view of literacy stand with regard to current adult language, literacy and numeracy policy in England and elsewhere? I ask not only how researchers from the New Literacy Studies (NLS) have reacted to the current policies (see my discussion in Chapter 7), but what they have done and can do in order to inform and influence policy.
