These past six months have been quite chaotic in terms of social media. This blog went on a long hiatus as I was preparing to start my new professional blog geared towards my new job at Kirkwood Community College. That blog was then overtaken by the blog I started for my job. So I am here to announce my new blog organization now that the dust has settled.
I will try to start posting on this blog again for two main reasons: 1) I want to write to ESL & foreign language teachers more directly than in the Kirkwood (related) blogs, and 2) Both my job at Kirkwood and my dissertation research project have helped learn the relationship between social media and professional development.
I haven't done much in terms of exploring ideas and concepts of teaching English for glocalized communication beyond my dissertation since March, and I plan to direct part of my learning back this way as my dissertation data analysis eases up. I have gained a stronger interest in social media's role in not only professional development but English language teaching & learning, so I plan to learn and grow more in this area.
I also plan to find a way to make English language teaching research more accessible to the target population of my current research, sojourning English language teachers. This may be easier as I am discovering more and more studies are being published concerning English language classrooms outside of the United States than within. I'm wondering if this is because of institutional protections (FERPA) in the US especially, a stronger need of publishers for diversity among schooling contexts, or both. Anyway, it seems to me that the wind is blowing towards a more glocalized approach.
I believe it is important to make research more accessible to practitioners outside of their home countries. I refer to accessibility not only as the ease to locate and read the research but also identifying the research that is relevant, either partially or entirely, to their teaching contexts. I want to be a part of making this possible and, in this pursuit, I hope to find patterns across contexts that are relevant to sojourning English language teachers and local English language teachers in countries where English is not the official or dominant language as well as English language teachers in countries where English is the official or dominant language. I believe the latter of these three groups has enjoyed hosting the classrooms and teaching the students for most peer-reviewed ELT research in the 20th Century. Perhaps I hold this belief because I'm only reading articles written in English and I've learned to hold American and Western European scholarly practices above others.
I will try to start posting on this blog again for two main reasons: 1) I want to write to ESL & foreign language teachers more directly than in the Kirkwood (related) blogs, and 2) Both my job at Kirkwood and my dissertation research project have helped learn the relationship between social media and professional development.
I haven't done much in terms of exploring ideas and concepts of teaching English for glocalized communication beyond my dissertation since March, and I plan to direct part of my learning back this way as my dissertation data analysis eases up. I have gained a stronger interest in social media's role in not only professional development but English language teaching & learning, so I plan to learn and grow more in this area.
I also plan to find a way to make English language teaching research more accessible to the target population of my current research, sojourning English language teachers. This may be easier as I am discovering more and more studies are being published concerning English language classrooms outside of the United States than within. I'm wondering if this is because of institutional protections (FERPA) in the US especially, a stronger need of publishers for diversity among schooling contexts, or both. Anyway, it seems to me that the wind is blowing towards a more glocalized approach.
I believe it is important to make research more accessible to practitioners outside of their home countries. I refer to accessibility not only as the ease to locate and read the research but also identifying the research that is relevant, either partially or entirely, to their teaching contexts. I want to be a part of making this possible and, in this pursuit, I hope to find patterns across contexts that are relevant to sojourning English language teachers and local English language teachers in countries where English is not the official or dominant language as well as English language teachers in countries where English is the official or dominant language. I believe the latter of these three groups has enjoyed hosting the classrooms and teaching the students for most peer-reviewed ELT research in the 20th Century. Perhaps I hold this belief because I'm only reading articles written in English and I've learned to hold American and Western European scholarly practices above others.
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