Five approaches currently used in adult English-as-a-Second-Language (ESL) literacy instruction are described. A group of strategies developed by Paulo Freire are participatory or learner-centered, and revolve around the discussion of issues drawn from learners' real-life experiences. The Whole Language Approach, more than a specific method or collection of strategies, techniques, or materials is a perspective emphasizing the use of language as a whole, not as discrete parts. Whole language classes work together to develop the curriculum, read and write for and with each other, and evaluate products together. Classroom activities might include extended reading and writing. The Language Experience Approach is a teaching strategy or technique consistent with the whole language perspective. In it, learner experiences are dictated, then transcribed and used as reading material. Lack of authentic reading materials for adult ESL literacy programs has inspired a related approach, one focusing on learner writing and publishing. Most writing-based classrooms follow a writing-process approach in which learners and the teacher brainstorm writing topics, draft pieces, share and confer about writing, revise, edit, and publish in a workshop atmosphere in which reading, writing, and talk are integrated and support each other. Finally, competency-based education, used in adult ESL literacy since the mid-1970s, is based on the learning of competencies expressed in terms of tasks. Four components include assessment of learner needs, selection of relevant competencies, and instruction and evaluation based on those competencies. Contains eight references and four published learner writing references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)