Over the years, there has been fierce debate about the definition of numeracy and literacy for Academic Language and Learning (ALL) practitioners and at times, we seem to work in parallel universes, but on reflection, we have more in common than is originally supposed. For students enrolled in mathematics courses in higher education, especially those in Education fac-ulties or schools, previous experience of studying mathematics does not al-ways equal competency with, and confidence in dealing with numeracy at tertiary level. McNaught and Hoyne (2011) argue that these concepts are co-dependent. Also, our diverse student population often struggles to achieve confidence and competency with academic language and literacy. This paper discusses our similar approach to teaching and learning where initially con-fidence is generated before challenges are issued and where explanation is privileged over discipline knowledge transference. Through our shared teaching in an ALL-focused program developed at our university, we are able to find common ground and greater understanding of each other's expertise.
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