Hvitfeldt, in a “microethnographic study of the classroom behavior of Hmong adults in an ESL program” ascertained that the “learning paradigm” of the Hmong seemed in conflict with that of formal schooling—even if they were literate.693 As we saw earlier, learning had to be relational and it had to be “immediately incorporated into daily life.”694 Literature in adult education clearly points to relevance as a core factor in adult learning.695
