Directory & Learning-as-a-Network Strategic Map

Objective

The objective in growing a learning-as-a-Network Strategic Map (LaaNSM) is to create a space where EFL/ESL educators/learners can connect with others in ways that foster open and ongoing professional development. The purpose for developing a LaaNSM is to provide support 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) through the sharing of open educational resources (OERs) and processes (OEPs). In doing so, the goal is to find innovative ways to improve student achievement. The following questions relate to the heading row below: 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 more connected EFL teacher educator	PFLE; META; Wikieducator	Becoming more connected can lead to higher student achievement	To assist others to become more connected as it relates to curriculum, assessment, & instructional design

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References

The following relate to 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.