ABSTRACT
Distance learning programs for teacher education are becoming increasingly popular, and for many good reasons, as England (this volume) notes. Practicing English language teachers rarely have either the time or the money to take a year or more out of work in order to go to an institution to study full-time. This is especially the case if such a move would involve leaving the country of which they are citizens, or in which they are long-term residents. These are facts over which it seems unnecessary to linger.
