ABSTRACT
This chapter documents the adult English as second language (ESL) educator's journey as they engaged in collaborative inquiry, observed early elementary classrooms, and transformed and applied their discoveries to their adult ESL learners. Such learners are referred to here as low-educated second language and literacy acquisition (LESLLA) learners. Teacher learning is enhanced when teachers work together in a spirit of curiosity and when professional development is intellectually challenging. If two features of professional development (PD) are present, teachers experience PD as useful and as well worth their efforts. Teacher change can be a slow and difficult process. Current trends in teacher PD involve job-embedded, longer-term efforts with teachers working in collaboration around specific topics. The chapter embraces a pedagogy of thoughtfulness, and treats participants as scholars and investigators if PD is well planned. Teachers of low-literacy adult ESL face a myriad of challenges in their teaching.
