Blurring the Boundaries: Adult Literacy, English as a Second Language and the ESL Literacy Learner Gayle Morris, PhD Candidate, Department of Vocational Education and Training, University of Melbourne. Abstract There is a tendency within the context of the English as a Second Language classroom to assume that literacy equates with English literacy, and that acquiring literacy in a second language and ain a second langue context is the same as acquiring literacy in a first langue. As such, literacy is often portrayed primarily in functional or monolingual frameworks. This has implications for both learner and teacher, as adults who have minimal literacy in their first language have to acquire literacy in a context of theory and practice often incompatible with their realities and practices. Enhancing our understanding of literacy per se, in addition to striving for improved educational processes that have relevance to adult ESL Literacy learners. This paper will endeavour to: explore the processes involved in achieving literacy in a second language context identify what factors must be understood better by teachers who facilitate literacy acquisition for adults with low level literacy in their first language provide a forum for a discussion of ESL Literacy, especially for adult learners who cross traditional boundaries

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