The CATESOL Journal

This paper discusses the impact of an intensive, hands-on, research-based approach to staff development. It focuses on the experiences of teachers of language minority students (grades K-12) who took part in a 4-day literacy development institute. The paper challenges traditional, teacher-centered and teacher-dominated teaching practices. In particular, it challenges teaching practices that ignore or deny the knowledge that learners bring with them. It also confirms the need to personally experience instructional practices that are advocated for other learners and the value of reflection as a means to learn.