Abstract

This study was designed to explore and describe the main roles that teachers of English as Second Language (ESL teachers) are called upon to model in culturally diverse adult education classrooms in Montreal. Eleven ESL teachers participated in the study. The first group consisted of experienced ESL teachers who are currently enrolled in an MA program in an English language university in Montreal. The second group was drawn from ESL teachers currently employed by an International Language School in downtown Montreal attracting mainly new immigrant students. Through a process of journaling and focus group discussions the ESL teachers arrived at a list of seven major roles in terms of centrality to their practice and chosen from among forty roles inventoried through the process. These seven roles are: expert/teacher, motivator, animator, listener/counsellor, culture broker, curriculum designer/evaluator, and guide/facilitator. Three major concerns related to these roles were identified: (a) the degree of involvement in the learners' lives, (b) excessive time and energy requirements of the job and (c) the question of ESL teacher's lack of choice with respect to resource materials for teaching and an imposed curriculum. Two main recommendations emerged: (a) developing a cooperative and community-based peer-support system; (b) developing in-service education programs that incorporate issues of gender, age, race and sexual orientation, among others, so as to empower teachers not to fear and retreat when these issues arise in their classrooms.