Études

Contents


"Back in the day, learners and teachers of additional languages such as myself encountered an accuracy–fluency distinction that enabled us to envision trade-offs as our language development foci shifted from linguistic forms to communicative functions (and back)" (¶1).

http://bit.ly/Étude-001 (Google Doc, first published 2019.09.12)

Though continuing professional development for teachers often entails controls, prescriptions, and requirements of third (or more remote) parties, in this document I plan to focus largely on self-directed and independently initiated teacher development, rather than on state, local, or institutional programs. The illustrations, resources, and references here are just beginning to take shape. This is a work in progress

http://bit.ly/Étude-002 (Google Doc, first published 2020.03.24)

The purpose of this compilation is to share findings from a sweeping environmental scan, ongoing explorations, and resource collections; all precipitated by a question from a vocational education administrator, who asked about popularity and recommendations of web-conferencing tools that might serve as synchronous learning venues for blending into medical assistant training programs. This document compiles and concatenates examples drawn in part from personal conversations and observations, and in part from academic sources (institutional websites, presentations, and publications). It is a work in progress.

https://bit.ly/Étude-003 (Google Doc, first published 2020.03.19)

Étude 004: Map of new territories

The purpose of the concept map to which the preview snapshot here links was to answer the focus question:

  • What new territories adjoin previous (pre-COVID19) online resources and venues for the learning and teaching of English-as-an-additional-language in pab's courses.

(cover document, 2021.02.03)