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The challenges of implementing the process approach in a real-life setting are explored through the eyes of a MA TESOL student. While working her 2nd semester as an individual tutor for a developmental writer, the author discovers unexpected interdependencies among tutor, student, classroom teacher, and curriculum designer. This article dissects that experience, reflecting on specific challenges to draw insight on the effectiveness of the process approach with L2 students and the pedagogical implications for a preservice teacher.
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