Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom
Bibliographic record
Abstract
The purpose of this project is to design a resource informed by Transformative Learning \nTheory for teachers of English as a Second Language (ESL), It provides a practical resource for \nESL instructors to use in their adult ESL classrooms. There is an abundance of resources for \nESL instructors that focuses on language, but limited resources for teachers interested in teaching \ntheir ESL learners through the transformative learning lens. Learning another language, \nespecially in immersion programs, is a challenging experience for learners because of the \nassimilation they experience into the new culture. Using insights from Transformative Learning \ntheory, educators can become more informed of what their learners may experience and what \nthey can offer to facilitate their learning experience. This resource will provide teachers with \nsome essential tools and knowledge to allow them to facilitate their students’ learning experience \nby incorporating the transformative learning perspective in their teachings. Learning English as \na second language in Canada involves more than just the language component and this is what \nthe Transformative Learning Theory encompasses. Six lesson plans were designed for adult ESL \nclasses advanced level with objectives informed by the Transformative Learning Theory. There \nare also additional practical resources that ESL instructors can use such as rubrics, an annotated \nbibliography and mobile applications to facilitate Transformative Learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".