Research and literacy programmes primarily target children or learners with formal education and overlook adult migrant with emergent literacy skills. They need to develop print literacy in addition to learning a new language. This review chapter problematises narrow definitions of literacy and discusses challenges of teaching adults with emergent literacy. Sociocultural theories grounded in social relationships and culturally responsive teaching, can alleviate these challenges, and empower adult learners. I argue that culturally responsive teaching, intergenerational learning, and supportive learning environment create more opportunities for adult learners to participate in literacy practices and second language learning.