Search results for: Warriner Doris S.

In this article, the author examines how the lived experiences of three adult learners of English in local (school-based and workplace-based) communities of practice both support and contradict the stated policies and pedagogical practices of the adult ESL program in which they are enrolled. The author relies on the view of Communities of Practice (CofP) framework and theories of engaged participation. The data come from a larger ethnographic study in which the author examined the experiences of women refugees. Findings show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice.