The CATESOL Journal

The central focus of this article is to emphasize the importance of transformational learning for teachers of English as a Second Language (ESL). Mezirow’s (1990, 1991) theory, in which adults experience a change in perspective that disrupts their previous knowledge or beliefs, is enhanced with student and teacher stories, as well as pertinent literature on the subjects of culture shock, knowledge, communication, and critical reflection, to provide a foundation for ongoing learning and transformation in ESL teachers.