ABSTRACT
This chapter contributes to an international perspective on family literacy by providing an account of developments in one country-England-over the past 2 decades.We describe the theoretical context for family literacy in England and how practice has developed out of the linking of two strands of work: one in early childhood education and the other in adult literacy education. The research base for programs, particularly evaluations of effectiveness, is reviewed.We note U.S. influences on research and practice. To explain the current situation in England, we take an historical view of its development since the 1980s. The current attractiveness of family literacy for policymakers is highlighting some key issues such as the need for flexibility in programs and a progressive public policy that enables long-term planning of funding, program development, research, and professional development. It is possible that some of these issues will resonate with the experience of colleagues engaged in family literacy outside England.
