This paper documents a year in the life of an ESOL adult literacy teacher. It is a work of narrative inquiry, an examination of reflective teaching in action. As such, it includes commentary on the cycle of observation, reflection, research, and action. In particular, this narrative examines the relationship between literacy practice and transcultural communication in the classroom. The teacher-researcher analyzes classroom observations, student work, lesson materials, and her teacher journal. She shares her experiences with Community Language Learning, critical and basic literacy instruction, and translanguaging. Her work illustrates the ways in which the classroom is a meeting place--a contact zone between and among teacher and students and their understandings of the world in which they are living and learning together.