SDiverse learners as challenges and opportunities - Research Paper Example

Diverse Learners as Challenges and Opportunities Considering as a facilitator of learning, it is indispensable to possess unique skills for promotingadult learning (Kasworm, Rose & Ross-Gordon, 2010). As I am tasked with adult English as a Second Language (ESL) class with diverse learners, it is quite obvious that certain implications relating to the characteristics of such diverse learners will be essential to be taken into consideration professionally. In general, adult learning occurs in such settings, wherein the prevalent tools and the context get intersected with the interactions made amid the people (Hansman, 2001).

Thus, in this situation, the implications that the provided students’ characteristics would have for me as a facilitator of learning are providing the education within the vicious circle and initiating a standardized education regimen (Merriam & Grace, 2011). Certain challenges are likely to be faced by me while taking adult English as an ESL class with diverse learners. In this regard, one of such challenges can be determining appropriate goal settings of the individual learners. This is mainly owing to the reason of possessing diverse goals by different learners (Sample, 2002).

Apart from this, I can also face the challenge of imparting basic psychological based concepts along with theories to such learners, as the learners belong to different cultural background and native places (Jackson, 2009). The opportunities that are present in the aforementioned context include acquiring the idea about how community or adult education is being imparted to the learners holding different cultural backgrounds and also exploring distinct problems or issues that tend to generate democratic learning spaces in the stated procedure.

Apart from this, the learners might present the opportunity of carefully examine any sort of prevailing structural inequality in the learning procedure (Grace & Wells, 2007; Gouthro, 2007). ReferencesGrace, A. P., & Wells, K. (2011). Using Freirean pedagogy of just ire to inform critical social learning in arts-informed community education for sexual minorities. Adult Education Quarterly, 57(2), 95-114. Gouthro, P. A. (2007). Active and inclusive citizenship for women: Democratic considerations for fostering lifelong education.

International Journal of Lifelong Education, 26(2), 143-154. Hansman, C. A. (2001). Context-based adult learning. US: John Wiley & Sons. Jackson, L. D. (2009). Revisiting adult learning theory through the lens of an adult learner. Adult Learning, 20(3/4), 20–22. Kasworm, C. E., Rose, A. D., & Ross-Gordon, J. M. (2010). Handbook of adult and continuing education. US: SAGE. Merriam, S. B., & Grace, A. P. (2011). The Jossey-Bass reader on contemporary issues in adult education. US: John Wiley & Sons.

Sample, J. (2002). Learning vs. performance: Implications for the adult learner. Retrieved from http://files.eric.ed.gov/fulltext/ED470915.pdf