Implementing a Mutually Adaptive Learning Paradigm in a Community-Based Adult ESL Literacy Class

Abstract

This study examined the engagement of one teacher with the Mutually Adaptive Learning Paradigm (MALP) in community adult basic education ESL literacy programs and her development as she implemented this model in a community-based adult language and literacy program for Haitians. We adopt a qualitative methodology to study teacher practices consistent with this model, which is designed to transition learners with little, interrupted, or no formal education to Western-style formal education and literacy practices. We examine how, using MALP, the teacher was able to encourage active participation, develop a sense of community, and reduce the cultural dissonance (Ibarra, 2001) that students were experiencing. Our results describe how these practices led to increased engagement in and ownership of learning and greater self-confidence. We conclude the study with an examination of the difficulties of doing research with immigrant adults in community-based organizations and a consideration of the importance of continuing to conduct such research despite the barriers.