Learning-as-a-Network Strategic Map

Objective

The objective in completing a learning-as-a-Network Strategic Map (LaaNSM) is to create a space where individual learners can connect with others in ways that foster professional development. This purpose for this LaaNSM is to provide support to EFL/ESL educators interested in becoming a better teacher in terms of (a) being a communicator of the English language, (b) improving one's pedagogical skill set, and (c) increasing one's knowledge of how languages are learned (i.e. applied linguistics). The following questions relate to the heading row: EFL/ESL Educator: Any practicing EFL/ESL educator interested in TESOL Peripheral nodes: Any person, group, organization, online community, or non-human device (i.e., web tools, software, etc.) that supports one's learning Rationale: Why have you chosen these peripheral nodes and explain in terms of why you think it will improve your own teaching practice. Personal learning objectives: Express which area(s) you are focusing on over the next six months in terms of (a) being a communicator of the English language, (b) improving one's pedagogical skill set, and (c) increasing one's knowledge of how languages are learned (i.e. applied linguistics). What kind of help can you give? Given your strengths and opportunities that you have, what knowledge, skills, and habits of mind would you like to share with others?

No.	First Name	Surname	Gender	Organisation	Title / Position	Country	Email	Personal learning objectives	Peripheral nodes	Rationale	What kind of help can you give?
1	Benjamin	Stewart	M	UAA	EFL Teacher Educator/Researcher	Mexico	email	To become a better communicator of the English language	PFLE; META; Wikieducator	Become a more efficient and effective leader that impacts those that I connect with in order for them to become more efficient and effective leaders as well	Provide assistance in Wikieducator, Curriculum, assessment, & instructional design

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Bibliography that supports the notion of professional development among language teachers in terms of language, pedagogy, and linguistics

Andrews, S. (1999). Why do L2 teachers need to 'know about language'? Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161-177.

Bartels, N. (2005). Applied linguistics and language teacher education. New York: Springer.

Bartels, N. (2002). Professional preparation and action research: Only for language teachers? TESOL Quarterly, 36(1), 71-79.

Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers' practices and issues. Harlow: Longman.

Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal, 48(2), 162-172.

Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42(1), 9-13.

Mitchell, R. & Brumfit, C. (1994). Final report: Knowledge about language, language learning and the national curriculum. Centre for Language Education. University of Southampton Occasional Papers, 19.

Thomas, A. (1987). Language teacher competence and language teacher education. In R. Bowers (Ed). Language Teacher Education: An Integrated Programme for ELt Teacher Training. London: British Council, Modern English Publications.

Wright, T. (1991). Language awareness in teacher education programmes for non-native speakers. In: C. James & P. Garrett (Eds.), Language Awareness in the Classroom. London: Longman.

Wright, T. & Bolitho, R. (1993). Language awareness: A missing link in language teacher education? ELT Journal, 47(4), 292-304.