As well as continuing to add great back articles from past issues of the journal to our web site, we are beginning to put texts up that have never before appeared in the printed version. So appendices to printed articles will go up sometimes on the current issue page.
We are also starting a new section of brand new, ‘web only’ articles. These articles will not appear in the printed journal but only here. Reasons for putting articles here will include:
Our first is by George M Chinnery and called, “We caught the wave…We surfed the net…So where have we landed?”
It is packed with interesting reading leads on distance, distributed, blended and hybrid learning.
Our second is…. “When College Is Over: Continuing the Professional Development of Language Teachers” by Jersus José Colmenares López, USA/Venezuela.
It details a number of resources available to those interested in becoming better-informed language teaching professionals. Resources such as (a) participating in professional language teaching associations, (b) subscribing to journals, (c) participating in electronic discussion groups, (d) making use of on-line teaching and learning resources, (e) working on institutional committees charged with curriculum or materials development, (f) working collaboratively with experienced colleagues, and (g) doing action research.
In her article, in Volume 23 Number 1 pp13-14, entitled “A new role for trainees: increasing each other’s confidence in teaching practice”, Jane Blackwell refers to a feedback sheet that can encourage teacher trainees to be positive to each other in a group session. View and/or download this third article: the Positive Feedback Sheet.
‘Virtual teacher learning’ by Patricia Lauria and Susana Liruso is our fourth article. Both of them are from Argentina.
Our fifth article is a poem called ‘SCRAP ALL’ (posted June 2011).
It is a short, lyrical retort by Ross McCague to the growing trend to teach English for Academic purposes in North America through subject matter and themes, models, and explicit instruction. This, Ross feels, goes against the interactive model that allows for construction of language and discourse patterns through interaction and self-reflection. The text relates to Vygotsky’s model of an interlocutor helping direct and support a learner to use their own resources to construct knowledge.
Ross McCague is a teacher of ESL and a TESL trainer in Toronto, Ontario at Seneca College. You can email him at firstname.lastname@example.org.
Another poetic offering posted in June 2011 is our sixth article. It is by Francisco Gomes de Matos from Brazil and is called ‘TEACHER TRAINING IS WELL WORTH LIVING. IT HELPS US LEARN THE ART OF GIVING – Some rhymed reflections on teacher training.’
The author has been an EFL educator and (since 1993) also a peace linguist. For information on the latter direction of his professional career, Google ‘Learning to communicate peacefully’. He is currently President of the Board, Associacao Brasil, America, Recife, BRAZIL.
Our seventh: in the Autumn, 2012 issue (Volume 26 Number 3) on page 7 there is an article called ‘Tasks for teaching practice’ written by Kati Somogyi-Tóth. The piece is especially useful to those responsible for organising teaching practice in TEFL training institutes. The author outlines the use of a work book giving guidelines for teachers in training on how to write a portfolio. The work book includes observation task worksheets. The workbook itself was too long for the pages of the print journal so we are reproducing it here, with Kati’s blessing of course! We hope you find it useful!
Our eighth (posted March 2016): This article is the companion article mentioned in Alan Maleys’ piece ‘More research is needed’ – A mantra too far?’ published in The Teacher Trainer Volume 30 Number 1 page 5.
In volume 30 issue number 3, we have an article entitled, Can a mindfulness-based reflective framework promote more self-aware English language teaching? By Ya Chu Lee, UK.
Below are the full references for that article.
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