This resource takes a considered approach to the topic of Blended Learning. It is organized in categories for the diverse needs of readers. For an organization moving to an e-learning model, it could inform planning, development and funding application rationales.
Note: Read the "Tips for Using This Bibliography" before starting.
Can Learn English is a Canadian content, "Canadian English" website hosted by a Canadian teacher named Dana (a TESOL trained and qualified teacher). You'll find a YouTube channel with well-produced videos, a Facebook page, podcasts, free E-textbook, and also an Academy: Online courses with academic lessons referenced to the CLBs. Intended for intermediate/advanced learners: Choose from a variety of courses starting at $10.
https://dialogues.ojs.chass.ncsu.edu/index.php/dialogues
This open access journal, published by North Carolina State University, seeks to build connections between universities, community colleges, adult education programs, TESOL programs, and K-12 programs. Articles are intended to be accessible to a diverse audience including teachers, scholars and the general public. Recent article topics include vocabulary instruction, code-switching, digital storytelling, and academic writing.
https://edlinked.soe.waikato.ac.nz/journal/view.php
This journal was a free open access journal published by the University of Waikato in New Zealand up until 2014 - after which it became accessible only through institutional subscription. Thus only older issues (2002-2014) are available for free. Nevertheless many topics covered are still very relevant: culturally responsive pedagogy, textual diversity, language and identity, and more.
https://ccsenet.org/journal/index.php/elt
This is an open access international journal with a focus on promoting exchange between teachers and researchers in the following areas: theory and practice in English language teaching and learning, teaching English as a second or foreign language, and English language teachers’ training and education. It is published monthly by the Canadian Center of Science and Education. Some topics covered in 2022 issues to date are: flipped learning environments, task-based instruction, peer and teacher feedback, accuracy in oral performance, and writing instructions.
In this 2021 open access book from Cambridge University Press, the authors (Jason Cenoz and Durk Gorter) provide a comprehensive overview of how to apply pedagogical translanguaging in language and content classes. It explores the value of tapping into students' metalinguistic awareness and 'softens the boundaries' between the languages in student repertoires to enhance comprehension. It is a very helpful combination of both theory and practice which provides both the theoretical framework as well as specific pedagogical strategies and examples, such as how to assess student work when translanguaging has been used as a teaching/learning strategy.
http://www.tesl-ej.org/wordpress/
This is an open access journal from UC Berkeley that publishes quarterly to an international audience on ESL and EFL matters. Recent topics include trans-languaging, teacher education, intelligibility, teaching online during COVID and the psychology of technology. The journal was launched in 1994 and all current and past issues are available for free.
"The Conversation" is a Canadian newsletter and website that provides daily articles written by researchers on a number of topical themes. Its tagline is "Academic Rigour, Journalistic Flair" and it prides itself on presenting academic research in a very reader-friendly style for the general public. It is both a source of professional reading, and also research articles for an advanced or EAP class. It includes the following sections: Arts, Business+Economy, Culture+Society, Education, Environment+Energy, Health, Politics, and Science+Tech. The Education section is particularly relevant. A key word search (learning English, English language etc.) in the search bar will return a significant number of articles of great interest including this one which provides sound tracks of various non-native speakers with accompanying rankings (how difficult to understand they are) by ESL teachers.
The Font is an open access international Literary Journal for language teachers. Essays, fiction, poetry and creative non-fiction articles focus on the general theme of teaching and learning languages at home and abroad.
This academic article from the City University of New York written by Sarah Vogel and Ofelia Garcia presents the evolution of the debate associated with translanguaging within language education and academia. The authors explain the historical colonial perspective that privileged monolingual dominant language speakers and maintained linguistic hierarchies. They then describe the theoretical evolution which demonstrated the value of leveraging the learners' prior linguistic learning (from their L1) to scaffold and enhance their engagement and comprehension of complex content in the target language. The authors do not shy away from addressing the perceived extra demand upon teachers that is required to use translanguaging in the classroom.
This 2022 academic article (by Jerry Won Lee) describes how applied linguistics researchers have been limited in their assessment of translanguaging in the classroom, by methodologies that bias their conclusions. He feels that unimaginative approaches to researching translanguaging has resulted in an unfortunate dismissal of its value. He argues that very few research studies have addressed the complexities of pedagogical translanguaging or related it to the reality of pluralingualism inherent in human interaction globally.
This is a very accessible 5 minute video that connects the academic research on translanguaging with teacher practice. It emphasizes 'linguistic wealth' through harnessing all the languages in our students' repertoire. It also advocates for teacher modelling with respect to linguistic curiosity and metalinguistic awareness, and promotes the value of inter-language such as 'Spanglish'.
