* This resource book for teachers of adult ESL classes is an outgrowth of author Nina Wallerstein's experience in community education. As such, it offers a class-tested model for those who wish to adapt Paulo Freire's problem-posing education (Freire 1973) to their own classrooms. Part One of Wallerstein's two-part book defines problemposing education and describes appropriate problem-posing teaching techniques. Part Two compiles eight teaching units applying the techniques introduced in Part One. While Freire's writings (e.g., 1970a, 1970b) have been criticized (Boston 1972, Donohue 1972, Elias 1974, Friedenberg 1971, Gleeson 1974, Jerez and Hernfindez-Pico, undated) for being stylistically obtuse and clouded by specialized vocabulary, Wallerstein's presentation in Part One is remarkably clear, direct, and simple. By providing specific and concrete suggestions throughout this section, she clarifies the sometimes elusive transition from problem-posing theory to practice. Freire's problem-posing education proposes that true education must be rooted in issues of direct relevance to learners. The teacher identifies these issues by listening to the students. Through a method of interaction called this approach involves learners first in reflection on those critical issues and then leads them to action, with the resulting effect of improving their lives. Wallerstein has explored and added to the stage (Freire 1970b) of problem-posing education by identifying a five-step teaching process which is intended to promote the development of critical thinking through dialogue extending into action. The teacher's questions described in Part One (20-24) guide the learning group to 1) describe the content and feelings contained in a code (a representation; e.g., a dialogue, story, picture,
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Crawford‐Lange et al. (1983) studied this question.