ABSTRACT
The signifi cance of language, literacy, and numeracy in the lives of the • adults who have diffi culties.
The literacy, language, and numeracy demands encountered by people • in their everyday lives and specifi c workplaces. The link between basic skills diffi culties and social issues such as • homelessness, poverty, community participation, health and disability, family violence, and unemployment. Strategies that adults with poor basic skills use to function effectively • in their lives. Learners’ perceptions and experiences of the learning program • directed at them and their motivations for attending and persisting in attending. The link between the ways in which people deal with diffi culties and • their classroom experiences and how everyday practices support, or impede, what is learned in the classroom and, conversely, how classroom activities impact on everyday life. The reasons for teachers’ decisions about pedagogic practices; char-• acteristics of learner-teacher interactions and texts; relations between classroom “input” and learner “uptake.” The approaches to increasing participation in basic skills tuition that • are likely to be effective.
