Author Description

This report presents insights into adult language, literacy and numeracy (LLN) learning and teaching, based on in-depth research in college classes. The research has shown the value of tutors understanding learners and their lives outside the classroom, the diversity and complexity of the social life of the classroom, and being able to appropriately respond to this. Table of contents: * Introduction * Taking a social perspective on language, literacy and numeracy (LLN) * Taking a social perspective on teaching and learning teaching as the creation of learning opportunities * Researching adults learning in college classes * Adults learning in four classes (maths, spelling, entry level 3 ESOL, entry level 1 spelling) * What adult learners bring to their LLN classes (motivation for attending, life histories and current circumstances, strengths, experiences and expertise) * Tutors' contributions to the learning - teaching event (responsiveness to learners as individuals, views of the nature of LLN, tensions between two types of professionalism) * Learning - teaching events as social spaces (dynamic dualogue, importance of social relationships, negotiating learning opportunities, learners as active agents in their own learning) * Conclusions (key issues and implications for practice, policy and professional development).