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This article reports on one teacher’s journey, Nan’s, as she struggled to provide appropriate instruction to low-literate day laborers in an English as a second language (ESL) class for adult learners. In her efforts to do so, Nan became inspired to implement alternative pedagogy based on a culturally responsive approach that resonated strongly with her professed educational and social justice beliefs. As researcher-practitioners, we were interested in exploring Nan’s transformational journey during her graduate studies. The culturally responsive approach she was studying and attempting to implement is itself transformative in nature, providing an excellent opportunity to examine transformational learning both in the context of a novice ESL teacher and in the implementation of this approach. This case study provides important insights into how transformational learning theory sheds light on the struggles of one woman to achieve her twin goals of reaching a marginalized group of learners she cared deeply about and earning her master’s degree in Teaching of English to Speakers of Other Languages.
DeCapua et al. (Fri,) studied this question.