Based on a 1989 research project on the outcomes of adult literacy programs, this paper reports findings in five categories: socioeconomic, personal, social, cognitive, and enactive. The research raises questions about what literacy progress means to adult students and their teachers. (Contains nine references.) (LB)

A framework for identifying information regarding workplace communication requirements is presented that assumes communication involves sign systems as well as spoken and written language. Research with suburban supermarket checkout operators indicates that communication is deeply embedded in the social context. (Contains 18 references.) (LB)

Describes practical questioning strategies for use in adult literacy classrooms where teachers attempt to balance the daily needs of literacy learning with the broader issue of education for social change. Also discussed is a study of one such classroom and its implications for adult literacy teacher education. (15 references) (MDM)

Reports the major findings of the Pedagogical Relations between Adult Literacy and Communication project, which examined the relationship between the fields of adult literacy education and communications. It was found that the knowledge each field has of the other is, overall, very limited and often erroneous. (six references) (MDM)

Focuses on some of the foundation texts of adult literacy teaching (ALT) and examines how the declared principles of ALT relate to the contemporary policy context within which ALT is located. Topics covered include the learner as an individual whose needs should determine the curriculum; the student-teacher power relationship; and student rights.…

Discusses the literacy levels of 46 workers from non-English-speaking backgrounds (NESB) who volunteered as subjects in a Queensland, Australia, research study. The instrument used was the Australian Second Language Proficiency Ratings. Results showed that actual literacy levels of the NESB employees were closer to employer requirements than…

Discusses the need for effective basic language, literacy, numeracy and other communication skills to support all workforce development programs. The general cultural bias towards these programs has marginalized them and is reflected in policy, curriculum and practice. Adjustments are needed in the approaches to the new climate of workplace…

Addresses salient questions raised by a research project on interrelationships between adult literacy and English as a Second Language. A basic issue discussed is how "pedagogy" itself should be addressed in this context: i.e., how does it relate to curriculum content and how do theory and practice come together in this area? (Contains…

Addresses changes in the workplace and training and the increased demands placed on trainers. The Australian workplace is changing through industry restructuring and can no longer escape its responsibilities to prepare workers adequately. Trainers must first learn about literacy and texts to be able to relate this later to their own workplaces.…