Last Thursday, I was reviewing literature for a research project that is just underway, and I came across a couple tables that resonated with me so much that I had to share it on Twitter. The tables come from Simon Borg's 2010 article "Language Teacher Research Engagement." These tables would have come in handy if I had found them prior to my research project with teachers at an intensive English program (IEP) in the United States. They would have supported my professional learning and curriculum development philosophies as an administrator because I believe these two areas, professional learning and curriculum development, should have strongly overlapping goals as an English language teacher. Furthermore, I believe that it is in the best interest of an institution to support this in order to improve the curriculum. This belief is based on the assumption that curriculum is not static because is based on the needs of the learners, which are dynamic, as well as the
Attempting to bridge the research-practice gap in English language teaching with a focus on curriculum, instructional technology, and intercultural communication.