Research has shown that adult learning is a complex and integrative process that requires an interdisciplinary lens of study. Thus, to understand the cognitive dimensions of learning, a multidisciplinary approach is needed. This single case study aimed to examine how the role of language function in self-reflection supports the socio-cognitive and neurobiological processes associated with transformation through a model of neuroeducation that considers the role of language function. Based on a multidisciplinary review of transformative learning through the lenses of cognitive and cultural psychology, cognitive neuroscience, and language function, a reflective semi-structured interview protocol was implemented with six speech-language pathologists working in educational settings during COVID-19. The analysis of the responses demonstrated that the role of language function was associated with supporting relationships, self-reflection, and learning during a context of crisis. The results suggest how the role of language function contributed to the socio-cognitive and neurobiological processes associated with transformative learning. On this basis, it is recommended that organizations design nurturing, culturally and linguistically responsive learning environments that promote language as a tool for transformation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]