Adult literacy is predominately conceptualised in Ireland as social practice. This approach is central to NALA’s () definition of literacy, which recognises that people use different skills for various real life situations, including in fam- ily, community and work settings. Literacy as social practice (reading and writing) serves specific purposes and the existence of different ‘literacies’, each emerging from a different sociocultural context, are acknowledged. A practical example describes the scenario of buying a train ticket.
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 Author: Uta Papen.