This dissertation explores the experiences of adult English as a Second Language (ESL) learners in an Adult Basic Education (ABE) program. ABE/ESL learners are a unique but integral population within the language learning community and are largely excluded from the scholarly discourse. Research in the context of language learning and instruction tends to focus on learners in primary, secondary and post-secondary education. Furthermore, this research heavily privileges inquiry into second language acquisition over social aspects of learning. As many ABE/ESL learners have limited or interrupted formal education, I contend that to better understand language learning in context, it is essential to understand how ABE/ESL students are socialized into social and cultural practices they must acquire so they can learn effectively in a classroom environment. This is the primary line of inquiry in this dissertation. In addition, neoliberal ideology significantly informs public policy regarding ABE/ESL. Previous research has begun to explicate this through high level analysis of policy but does not closely examine how this policy manifests on the ground in classrooms. The inherent contradiction between education policy that serves the public versus policy that serves private interests leads to a precarious working environment for students and teachers. Articulating how this precarity affects learning is the second line of inquiry in this dissertation. Through qualitive methods rooted in Cultural Historical Activity Theory, I explore the ways in which these students are socialized into formal academic practices and the ways that precarity and stability affect this process. The implications of my findings are twofold. First, socialization in ABE/ESL programs is a nuanced process. Exploring the instances of that socialization yields a rich, holistic picture of that process. Second, while precarity does result from neoliberal public policy, a closer examination of how this manifests in the classroom elucidates a highly complex system of power sharing and norm challenging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]