References and PD Resources

for The Staff  

This section includes resources that informed this document and resources (academic articles, websites, videos, tutorials, courses, etc.) for professional development and further learning on this topic.

 

Abbott, M. L., Lee, K. K., & Rossiter, M. J. (2018). Evaluating the effectiveness and functionality of professional learning communities in adult ESL programs. TESL Canada Journal35(2), 1–25. https://doi.org/10.18806/tesl.v35i2.1288

Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA). (2019). A principles-based approach to supporting LINC learners. https://www.amssa.org/wp-content/uploads/2019/04/A-Principles-based-Approach-to-Supporting-LINC-Learners-April-2019.pdf

Alberta Teachers of English as a Second Language. (2007). Ethical guidelines for ESL professionals in Alberta. https://www.atesl.ca/resources/ethical-guidelines/

Altan, M. (2016). The need for more effective in-service training for professional development of English language teachers. British Journal of Education, Society & Behavioural Science, 15, 1–12. https://www.researchgate.net/publication/299551728_The_Need_for_More_Effective_In-service_Training_for_Professional_Development_of_English_Language_Teachers/citation/download

Araf, M., Atkinson, J., Bourke, A., Ecker, E., Peters, M. A., Shearer, N., Vanderveken, J., Weerakoon, Y., & Zeldenrust, G. (2018). Language Instruction for Newcomers in Canada (LINC) program at Mohawk College. Exploring students’ experiences and transition to postsecondary education and employment. https://www.mohawkcollege.ca/sites/default/files/City%20School/Final%20LINC%20Report_Community_Use%20(002).pdf

Brandon, J., Hollweck, T., Donlevy, J. K., & Whallen, C. (2018). Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership. Teachers and Teaching, 24(3), 263–280.
https://doi.org/10.1080/13540602.2018.1425678

Center for Adult English Language Acquisition (CAELA) Network. (2008, April). Framework for quality professional development for practitioners working with adult English language learners. https://files.eric.ed.gov/fulltext/ED505519.pdf

Christison, M. A. (1997). The L2 student advocate. In M. A. Christison & F. L. Stoller  (Eds.), A handbook for language program administrators (pp. 143–159). Alta Book Centre Publishers.

Christison, M. A., & Stoller, F. L. (1997). Time management principles for language program administrators. In M. A. Christison & F. L. Stoller (Eds.), A handbook for language program administrators (pp. 235–250). Alta Book Centre Publishers.

Connecticut State Department of Education. (2015, January). Ethical and professional dilemmas for educators: Understanding the code of professional responsibility for educators.
https://portal.ct.gov/-/media/SDE/TEAM/Module_5_Facilitator_Guide_January_2015.pdf?la=en

Decoda Literacy Solutions. (2012). Working with volunteers: 25 ideas for good practice. https://decoda.ca/wp-content/uploads/WorkingWithVolunteers_25Ideas-1.pdf

Desyatova, Y. (2018). “Batting the pinata and swallowing camels”: Teachers learn to PBLA in the absence of dialogic interaction. TESL Canada Journal, 35(2), 51–77. https://doi.org/10.18806/tesl.v35i2.1290

Durham, L. and Kim, S. (2018). Training dilemmas and recommendations with volunteer instructors in small, faith‐based adult ESL programs. TESOL Journal, 10(2). https://doi.org/10.1002/tesj.374

Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Cambridge Assessment English perspectives: Teacher professional development. UCLES.
https://www.cambridgeenglish.org/Images/539683-perspectives-teacher-professional-development.pdf

Henry, A. R. (1997). The decision-maker and negotiator. In M. A. Christison, & F. L. Stoller (Eds.), A handbook for language program administrators (pp. 77–90). Alta Book Centre Publishers.

Kaskens, A., Light, J., & Peters, C. (2012). Moving professional learning to classroom practice: An instructor handbook. Toronto Catholic District School Board. https://eslruralroutes.norquest.ca/getattachment/Resources/Content/Moving-Professional-Learning-to-Classroom-Practice/Instructor-Handbook.pdf.aspx

Kaskens, A., & Peters, C. (2013). PD partner model implementation guide. Toronto Catholic District School Board.

Kushkiev, P. (2019, April). Compulsory professional development policy for ESL instructors: A literature review and personal insight. TESL Ontario Contact, 30–35. http://contact.teslontario.org/wp-content/uploads/2019/04/Kushkiev-PD.pdf

Languages Canada. (2016). Languages Canada quality assurance scheme: Standards and specifications. https://www.languagescanada.ca/web/default/files/public/public/lcs01-lc-standards-specifications-march-2016.pdf

Languages Canada. (2016, March). Code of conduct.
https://www.languagescanada.ca/web/default/files/public/LC_Code_of_Conduct_March_2016.pdf

Languages Canada. (2017). Accreditation handbook: Accreditation to the Languages Canada Quality Assurance Scheme. https://www.orioncan.com/usercontent/languages-canada-qa-scheme/lcg06-accreditation-manual_orion2017-_v1-july-2017.pdf

Languages Canada. (2018). LCS01 standards specifications.
https://www.languagescanada.ca/en/quality-assurance

NEAS. (2019). NEAS quality practice guide. https://neas.org.au/wp-content/uploads/2019/09/Quality-Practice-Guide_2019-002.pdf

NorQuest College. (n.d.). ESL Rural Routes.
https://eslruralroutes.norquest.ca/home.aspx

NorQuest College. (2020). Rural Routes: ESL tutor handbook.
https://eslruralroutes.norquest.ca/getattachment/Resources/Content/Rural-Routes-ESL-Tutor-Handbook/September30TutorHandbook.pdf.aspx

Pennington, M. C. (Ed.). (1991). Building better English language programs: Perspectives on evaluation in ESL. Association of International Educators.

Rodriguez, A. G., & McKay, S. (2010). Professional development for experienced teachers working with adult English language learners (CAELA Network Brief). https://files.eric.ed.gov/fulltext/ED540598.pdf

Society for Human Resource Management (SHRM). (2010). Onboarding new employees: Maximizing success.

Stoller, F. L. (1997). The catalyst for change and innovation. In M. A. Christison, & F. L. Stoller (Eds.), A handbook for language program administrators (pp. 33–48). Alta Book Centre Publishers.

TESL Canada. (2015). Ethical guidelines for English as a second language professionals. https://www.tesl.ca/about-us/by-laws-policies-disclaimers/ethics.html

TESL Canada. (2020). TESL Canada certification manual. https://www.tesl.ca/images/Membership/TESL_CANADA_INSTRUCTOR_CERTIFICATION_MANUAL_October_1_2020.pdf

Tutela. (2021). Events and webinars. https://tutela.ca/PublicHomePage

White, R., Martin, M., Stimson, M., & Hodge, R. (1998). Management in English language teaching. Cambridge University Press.

Witbeck, M., & Healey, D. (1997). Technology and the language program administrator. In M. A. Christison & F. L. Stoller, (Eds.), A handbook for language program administrators (pp. 253–273). Alta Book Centre Publishers.

Yazan, B. (2018). TESL teacher educators’ professional self-development, identity, and agency. TESL Canada Journal, 35(2), 140–155. https://teslcanadajournal.ca/index.php/tesl/article/view/1315

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