Adult Biliteracy: Sociocultural and Programmatic Responses critically analyzes the assumptions that normalize mono-lingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages. Highly relevant for researchers, professionals, and students concerned with second-language education, adult education, andapplied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities.
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