Impact of the portfolio-based language assessment (PBLA) implementation on Manitoba adult English as a second language (AESL) teachers : a phenomenological inquiry, The

Changes in organizational systems, such as education, are common and are usually undertaken in response to theoretical or social reforms. Some of the recent professional literature intended for Adult ESL teachers in Canada has included a focus on the implementation of the PBLA into Adult ESL classes. A Phenomenological Inquiry conducted with five Adult ESL teachers in Manitoba revealed the affective dimensions of large scale educational changes such as feelings of stress, loss of motivation, and lack of autonomy, as well as solutions to some of these issues. Adult ESL teachers are able to provide significant insights borne of personal knowledge and tempered by professional experience prior to any changes. It is vital that educational leaders understand the significant effects of a change in teaching practice and respect the insights of those charged with implementing it if they hope an initiative will achieve long-term success.