The Transformational Learning Journey of a Novice ESL Teacher of Low-Literate Adults

What is it about?

This article examines the transformational learning experiences of a novice teacher implementing an innovative instructional model in a community-based ESL language and literacy program for day laborers with limited formal education. The purpose of this study is to understand the transformational learning journey of the novice teacher as she struggled to develop her competency as a teacher while using a culturally responsive instructional model.

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Why is it important?

The article examines transformative learning theory and how it applies to novice teachers. It also outlines a culturally responsive instructional model and examines how the novice teacher shifted her thinking as she struggled to implement this model while