ProLiteracy has released a special issue of the ProLiteracy Research Journal Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy. This special issue titled “Broadening the Lens on Adult Literacy Education Outcomes,” guest edited by Stephen Reder, explores research, policy, and practice that looks at adult literacy education through broader and longer-term lenses. A rich set of articles considers diverse types of learning outcomes and longer-term measurement and evaluation of outcome trajectories.
An excerpt of, “PIAAC Numeracy Skills and Home Use Among Adult English Learners,” by Margaret Becker Patterson, Research Allies for Lifelong Learning, is highlighted below.
Adult English learners (ELs) generally, and appropriately, wish to learn language-related skills. ELs, defined for this paper as immigrant adults with low English language skills in speaking, listening, reading, and/or writing, may seek to learn English to enhance their ability to communicate with, among others, neighbors, coworkers, child caretakers, and doctors in English. Additionally, adult ELs may want numeracy skills – practices in everyday life involving mathematics activities (Hogan et al., 2016) – to successfully navigate daily life, perhaps because they may have studied little or no numeracy initially in their home country or because many years have gone by and skills are forgotten or outdated. Many are adults over 24 years who do not fit a traditional full-time, immediate post-high-school model of learning in the United States. They may wish to help their children with schoolwork, determine shopping costs, or learn other numeracy skills for a sense of accomplishment (Coben & Alkema, 2017; Ginsburg, 2017). As they age, adult ELs may also seek health information; numeracy skills are related to health-related outcomes and behaviors as well as health status (Organisation for Economic Co-operation and Development [OECD], 2013; Yamashita, Bardo, & Liu, 2018; Yamashita & Kunkel, 2015).