Énfasis
| dc.contributor.author | Castañeda Peña , Harold | |
| dc.contributor.author | Guerrero , Carmen Helena | |
| dc.contributor.author | Méndez Rivera, Pilar | |
| dc.contributor.author | Castañeda Londoño, Adriana | |
| dc.contributor.author | Dávila Rubio, Alejandro Mauricio | |
| dc.contributor.author | Arias cepeda, Carlos Augusto | |
| dc.contributor.author | Lucero Babativa, Edgar Yead | |
| dc.contributor.author | Castañeda Trujillo, Jairo Enrique | |
| dc.contributor.author | Posada Ortiz, Julia Zoraida | |
| dc.contributor.author | Samacá Bohórquez, Yolanda | |
| dc.contributor.editor | Guerrero, Carmen Helena [0000-0003-4011-788X] | |
| dc.contributor.orcid | Guerrero, Carmen Helena [0000-0003-4011-788X] | |
| dc.contributor.orcid | Méndez Rivera, Pilar [0000-0001-9284-4611] | |
| dc.contributor.orcid | Arias cepeda, Carlos Augusto [0000-0001-7554-043X] | |
| dc.contributor.orcid | Lucero Babativa, Edgar Yead [0000-0003-2208-5124] | |
| dc.contributor.orcid | Castañeda Trujillo, Jairo Enrique [0000-0002-3002-7947] | |
| dc.contributor.orcid | Posada Ortiz, Julia Zoraida [0000-0001-8919-5286] | |
| dc.contributor.orcid | Samacá Bohórquez, Yolanda0000-0003-0072-073X | |
| dc.date.accessioned | 2025-07-02T23:43:10Z | |
| dc.date.available | 2025-07-02T23:43:10Z | |
| dc.date.created | 2018 | |
| dc.description | El libro forma parte de la serie Enfasis e introduce una nueva línea titulada Agendas Locales de Investigación en Educación en Enfermería (ELT). Los capítulos que los estudiantes encuentran en este volumen se derivan de documentos de posición sobre agendas de investigación que escribieron durante su primer año en el programa de doctorado. Estos documentos de posición son testimonio de la alta calidad de la investigación liderada por los tres profesores principales de Educación en Educación en Enfermería. Los estudiantes han elaborado revisiones bibliográficas exhaustivas para cada uno de los temas seleccionados. Analizan a fondo teorías en ámbitos interdisciplinarios, conectando líneas teóricas desarrolladas en los campos de la sociología, la antropología y los estudios culturales, entre otros. Como documentos de posición, los textos de los estudiantes concluyen con preguntas de investigación y sugerencias de líneas de acción. Ahora, ubicados en este nuevo contexto, los capítulos de los estudiantes se leen como llamadas a la acción informadas de gran interés para todos los investigadores de ELT, tanto principiantes como experimentados, y en todos los contextos. Dicho de otro modo, han formulado preguntas críticas de escala glocal, ya que son de interés inmediato y oportuno para los académicos de ELT en el contexto local de Colombia, pero también a una escala global mucho más amplia en todo el mundo. Se anticipa el impacto demostrable que estas agendas de investigación tendrán en la continuidad de la investigación en ELT a nivel mundial. Además, es importante destacar que, en conjunto, las contribuciones estudiantiles afirman una postura decolonial y crítica, y por lo tanto abordan directamente cuestiones de autoridad y legitimidad con las que los profesionales actuales de ELT se enfrentan (por ejemplo, el decolonialismo, la ideología de la lengua estándar, la identidad lingüística, la formación docente y el postestructuralismo). Entiendo que este posicionamiento dentro de la literatura decolonial y crítica forma parte de un esfuerzo estratégico para desarrollar una epistemología local, o escuela de pensamiento, que se identifique con la especialización en Educación ELT. Sin duda, este movimiento se aprecia claramente en el volumen actual y se espera con interés la articulación continua de dicha epistemología en los volúmenes editados posteriores que surjan del programa. | |
| dc.description.abstract | The book takes part in the ongoing Enfasis series and introduces a new line, titled ELT Local Research Agendas. The chapter students found in the current volume are derived from research agenda position papers they wrote during their first year in the PhD program. The position papers are testament to the high quality of scholarship led by the three core ELT Education faculty. The students have assembled comprehensive literature reviews for each of their selected topics. They engage deeply with theories across interdisciplinary spaces tying together theoretical strands developed in the fields of sociology, anthropology, cultural studies, among others. As positioned papers, the student texts close with research questions and suggested courses of action. Now placed in this new context, the student chapters read as informed calls to action of high interest to all ELT researchers, both junior and senior, and across contexts. Put another way, they have formulated critical questions of glocal scale in that they are of immediate, timely interest to ELT scholars in the local context of Colombia but also at the much wider global scale across the world. One anticipates the demonstrable impact that these research agendas will have on continued ELT scholarship world-wide. Also, it is valuable to note that, taken as a whole, the student contributions assert a decolonial and critical stance, and thus speak directly to issues of authority and legitimacy that current ELT professionals are struggling with (e.g., decolonialism, standard language ideology, language identity, teacher education, and poststructuralism). It is my understanding that this positioning within the decolonial and critical literature is part of a strategic effort to develop a local epistemology, or school of thought, to be identified with the ELT Education major. Without a doubt, this movement is clear to see in the current volume and one eagerly looks forward to continued articulation of that epistemology in subsequent edited volumes emerging from the program. | |
| dc.description.city | Bogotá | |
| dc.format.mimetype | ||
| dc.identifier.editorial | Universidad Distrital Fransisco Jose de Caldas, Facultad de Ciencias y Educación. Dooctorado Interinstitucional en Educación | |
| dc.identifier.isbn | 978-958-787-051-0 | |
| dc.identifier.uri | http://hdl.handle.net/11349/96215 | |
| dc.language.iso | eng | |
| dc.publisher | Universidad Distrital Fransisco Jose De caldas | |
| dc.relation.ispartofseries | 428 cd 22 ed | |
| dc.relation.references | Aguirre, I. (2014). Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students. HOW, 21 (1), 26-41. | |
| dc.relation.references | Aguirre, J. & Ramos, B. (2011). Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-Service Teachers. HOW, 18, 169-197. | |
| dc.relation.references | Álvarez, G. (Enero - Junio de 2010). Diseñar el currículo universitario: un proceso de suma complejidad. Signo y pensamiento, 29, 68-85. | |
| dc.relation.references | Álvarez, J. A. (2009). An Exploration of Colombian EFL Teachers’ Knowledge Base Through Teachers’ Reflection. Linguagem & Ensino, 12(1), 73-108. | |
| dc.relation.references | Apple, M. (1999). Power, Meaning and Identity: Essays in Critical Educational Studies. New York: Peter Lang. | |
| dc.relation.references | Barkhuizen, G. (2016). Reflections on Language Teacher Identity Research. New York: Routledge. | |
| dc.relation.references | Barletta, N. P. (2007). English Teachers in Colombia: Ideologies and Identities in Academic Writing. Austin, Texas: University of Arizona. | |
| dc.relation.references | Bhatt (2007). World Englishes. Annual Revew of Anthropology, 30, 527-550. | |
| dc.relation.references | Boje, D. (2001). Narrative Methods for Organizational and Comunnication Research. London, California, New Delhi: Sage Publications. | |
| dc.relation.references | Bonilla, C. A. & Tejada-Sánchez, I. (2016). Unanswered Questions in Colombia’s Foreign Language Education Policy. PROFILE, 18(1), 185-201. | |
| dc.relation.references | Bonilla, X. (2012). TEFL Educational Principles: A Proposal for Changing Times. Colombian Applied Linguistics Journal, 14(2), 181-192 | |
| dc.relation.references | Bonilla, X. & Méndez, P. (2008). Mentoring in Pre-Service Teaching:from Reflection on Practice to a Didactic Proposal. Revista actualidades pedagógicas, 52, 79-90. | |
| dc.relation.references | Borg, S. (2011). Language Teacher Education. En S. Borg, & J. Simpson (Ed.), The Routledge Handbook of Apllied LInguistics, 215-228. London: Routledge. | |
| dc.relation.references | Camacho, D. Z., Becerra, L. D., Albarracin, J. C., Arciniegas, M. V., Cáceres, M. & Cote, G. E. (2012). How Can a Process of Reflection Enhance Teacher-Trainees’ Practicum Experience. HOW, 19(1), 48-60. | |
| dc.relation.references | Canagarajah, S. (1999). Resisting Linguistic Imperialism in English Teaching. New York: Oxford University Press. | |
| dc.relation.references | Cárdenas, A. & Suárez, J. M. (2009). Pre-Service Teachers’ Knowledge Base at La Salle University. HOW, 16, 113-130. | |
| dc.relation.references | Cárdenas, M. L., Nieto, M. C. & Martin, Y. M. (2005). Conditions for Monograph Projects by Preservice Teachers: Lessons from the Long and Winding Route. Colombian Applied Linguistics Journal, 7, 75-94. Correa, D. & Usma, J. (2013). From a Bureaucratic to a Critical-Sociocultural Model of Policymaking in Colombia. HOW, 20, 226-242. | |
| dc.relation.references | Correa, D. & González, A. (2016). English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies. Education Policy Analysis Archives, 24(83), 1-26. | |
| dc.relation.references | Castellanos, J. (2013). The Role of English Pre-Service Teachers’ Beliefs About Teachig in Teacher Education Programs. Profile Issues in Teachers` Professional Development, 15(1), 195-206. | |
| dc.relation.references | Castillo, R. & Diaz, N. (2012). Supporting Student-Teacher Researchers’ Quest for Their Voice. HOW, 19(1), 185-193. | |
| dc.relation.references | Castro, A. Y. & López, S. F. (2014). Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels. HOW, 21(1), 10-25 | |
| dc.relation.references | Cote, G. E. (2012). The role of Reflection During the First Teaching Experience of Foreign Language Pre-Service Teachers: An Exploratory-Case Study. Colombian Applied Linguistics Journal, 14(2), 24-34. | |
| dc.relation.references | Crandall, J. (2000). Language Teacher Education. Annual Review of Applied Linguistics, 20, 34-55. | |
| dc.relation.references | De Sousa Santos, B. (2009). Una epistemología del sur: la reinvención del conocimiento y la emancipación social. México D.F.: CLACSO. Siglo XXI Editores | |
| dc.relation.references | De Sousa Santos, B. (2010). Para descolonizar occidente: más allá del pensamiento abismal. Buenos Aires: CLACSO. | |
| dc.relation.references | Deleuze, G. (1987). Los pliegues o el adentro del pensamiento. En G. Deleuze, Foucault (125-156). Barcelona: Ediciones Paidos. | |
| dc.relation.references | Deleuze, G. (2006). The Fold. London: Continuum Books. | |
| dc.relation.references | Deleuze, G. (2008). Clase III. La distinción ética de los existentes. Potencia y afecto. En G. Deleuze, En medio de Spinoza (37-53). Buenos Aires: Editorial Cactus. | |
| dc.relation.references | Escobar, W. Y. (April de 2013). Identity-Forming Discourses: A Critical Discourse Analysis on Policy Making Processes Concerning English Language Teaching in Colombia. PROFILE, 15(1), 45-60. | |
| dc.relation.references | Europe, C. O. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Press Syndicate of the University of Cambridge. | |
| dc.relation.references | Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language. Essex: Longman. | |
| dc.relation.references | Fairclough, N. (2003). Analysing Discourse. Textual Analysis for Social Research. London and New York: Routledge. | |
| dc.relation.references | Fajardo, A. (2013). Stated vs. Enacted Beliefs: Looking at Pre-Service Teachers’ Pedagogical Beliefs Through Classroom Interaction. Íkala, Revista de Lenguaje y Cultura, 18(2), 37-57. | |
| dc.relation.references | Fajardo, A. (2014). Learning to Teach and Professional Identity: Images of Personal. PROFILE, 16(2), 49-65. | |
| dc.relation.references | Fajardo, N. R. (2013). Pre-service Teachers’ Construction of Meaning: An Interpretive Qualitative Study. Colombian Applied Linguistics Journal, 15(1), 43-57. | |
| dc.relation.references | Fandiño, Y. (2013). Knowledge Base and EFL Teacher Education Programs: a Colombian Perspective. Íkala, Revista de Lenguaje y Cultura, 18(1), 83-95. | |
| dc.relation.references | Foucault, M. (1975). Discipline and Punishment: The Birth of the Prison. New York: Vintage Books. | |
| dc.relation.references | Foucault, M. (1980). Two Lectures. En M. Foucault, & C. Gordon (Ed.), Power/Knowledge: Selected interviews and other writings, 78-108. New York, The United States of America: Pantheon Books. | |
| dc.relation.references | Foucault, M. (Summer de 1982). The subject and Power. Critical Inquiry, 8(4), 777- 795. Obtenido de http://www.jstor.org/stable/1343197 | |
| dc.relation.references | Foucault, M. (2007). Space, Knowledge and Power: Foucault and Geography. (J. Crampton, & E. Stuart, Edits.). New York, USA: Routledge. | |
| dc.relation.references | Franco, C. P. & Galvis, H. A. (2013). The Role of Situational Context and Linguistic Context when Testing EFL Vocabulary Knowledgde in a Language Teacher Education Program. | |
| dc.relation.references | Freeman, D. (2001). Second Language Teacher Education. En D. Nunan, & R. Carter, The Cambridge Guide to Teaching English to Speakers of Other Languages, 72- 79. Cambridge: Cambridge University Press. | |
| dc.relation.references | Giroux, H. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. United States of America: Bergin and Garvey Publishers, Inc. | |
| dc.relation.references | Giroux, H. (2012). Dumbing Down Teachers. En H. Giroux, Education and the Crisis of Public Values, 73-87. New York: Peter Lang Publishing. | |
| dc.relation.references | González, A. (ene-dic de 2003). Who is Educating EFL Teachers: a Qualitative Study of In-Service in Colombia. Íkala, Revista de Lenguaje y Cultura, 8(14), 153-172. | |
| dc.relation.references | González, A. &. (Ene-Dic de 2005). The Professional Development of Foreign Language Teacher Educators: Another Challenge for Professional Communities. Íkala, Revista de Lenguaje y Cultura, 11-39. | |
| dc.relation.references | González, A. (2007). Professional Development of ELT Teacher in Colombia: Between Colonial and Local Practices. Íkala, Revista de Lenguaje y Cultura, 12(18), 309- 322. | |
| dc.relation.references | González, A. & Montoya, C. &. (2001). Efl Teachers Look at Themselves: Could they Grow Together? How: A Colombian Journal for English Teachers, 27-33. | |
| dc.relation.references | González, A. &. (2002). Tomorrow’s EFL teacher educators. Colombian Applied Liguistics Journal, 86-104. | |
| dc.relation.references | Granados-Beltrán, C. (2016). Critical Interculturality: A Path for Pre-service ELT Teachers. Íkala, Revista de Lenguaje y Cultura, 21(2), 171-187 | |
| dc.relation.references | Grundy, S. (1985). Producto o Praxis del Curriculum. Madrid: Ediciones Morata. | |
| dc.relation.references | Gutiérrez, C. (2015). Beliefs, Attitudes, and Reflections of EFL Pre-Service Teachers While Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons. Colombian Applied Linguistics Journal, 17(2), 179-192. | |
| dc.relation.references | Guerrero, C. H. (2008). Bilingual Colombia: What does It Mean to Be Bilingual within the Framework of the National Plan of Bilingualism? PROFILE, 10, 27-45. | |
| dc.relation.references | Guerrero, C. H. & Quintero, A. H. (2009). English as a Neutral Language in the Colombian National Standards: A constituent of Dominance in English Language Education. PROFILE, 11(2), 135-150. | |
| dc.relation.references | Ha, P. L. (2008). Teaching English as an International Language: Identity, Resistance and Negotiation (New Perspectives on Language and Education). Clevendon, Great Britain: Multilingual Matters. | |
| dc.relation.references | Hall, S. (1997). Cultural Identity and Diaspora. (K. Woodward, Ed.) London: Sage Publications. | |
| dc.relation.references | Hickling-Hudson, A., Matthews, J. & Woods, A. (2004). Education, Postcolonialism and disruptions. Disrupting Preconceptions: Postcolonialism and Education. Flaxton: Post Pressed. | |
| dc.relation.references | Higuita, M. & Díaz, A. (2015). Docentes noveles de inglés en shock: ¿qué factores lo generan? Íkala, Revista de Lenguaje y Cultura, 20(2), 173-185 | |
| dc.relation.references | Ibañez, M. & Sandoval, G. (2015). Reflections on Decolonization: an Alternative to the Traditional Classroom. Enletawa Journal, 8(2), 103-123. | |
| dc.relation.references | Izadinia, M. (2014). Teacher educators’ Identity: A Review of Literature. European Journal of Teacher Education, 37(4), 426-441. Obtenido de http://dx.doi.org/1 0.1080/02619768.2014.947025 | |
| dc.relation.references | Jiménez, J. R. (2011). La subjetividad del maestro en Colombia: la tensión entre la formación institucional y las prácticas de formación (1960-2002). Educacion y Ciudad, 20, 47-58. | |
| dc.relation.references | Kegan, S. (2009). Qualitative Research: Good Decisions Making Through Understanding People, Cultures and Markets. Great Britain: Kogan. | |
| dc.relation.references | Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven, CT: Yale University Press. | |
| dc.relation.references | Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod. Mahwah, New Jersey: Lawrence Erlbaum. | |
| dc.relation.references | Kumaravadivelu, B. (2008). Cultural Globalization and Language Education. New Haven, CT: Yale University Press. | |
| dc.relation.references | London, N. (2001). Language for the Global Economy: Some Curriculum Fundamentals and Pedagogical Practices in the Colonial Educational Enterprise. Educational Studies, 27(4), 393-421. eliminary Approach. Colombian Applied Linguistics Journal, 15(1), 85-99. | |
| dc.relation.references | Lucero, E. (2016). Reflections on Pedagogical Practicum Experiences: Standpoints, definions and knowledge. En R. M. Paez, Práctica y experiencia. Claves del saber pedagógico docente, 143-168. Bogotá: Ediciones Unisalle. | |
| dc.relation.references | Macedo, D. (2000). The Colonialism of the English Only Movement. Educational Researcher, 29(3), 15-24. | |
| dc.relation.references | Macías, D. F. (2010). Considering New Perspectives in ELT in Colombia: From EFL to ELF. HOW Journal, 17, 181-194. | |
| dc.relation.references | Magrini, J. (2014). Social Efficiency and Instrumentalism in Education: Critical Essays in Ontology, Phenomenology, and Philosofical Hermeneutics. New York: Routledge. | |
| dc.relation.references | Mankeliunas, M. (1961). Inmanencia y trascendencia en la persona humana. Revista Colombiana de Psicología, 6(1), 65-74. Obtenido de https://dialnet.unirioja.es/ servlet/articulo?codigo=4895449 | |
| dc.relation.references | Mariño, C. (July-December de 2011). Reflecting on the Dichotomy Native-Non Native Speakers in and EFL Context. Anagramas, 10(19), 129-142. | |
| dc.relation.references | Martinez, B. C. (September de 2010). Profesionalización: ¿oficio, profesión, función? Educación y Cultura, (88), 27-32. | |
| dc.relation.references | Mendez, P. E. & Bonilla, X. (2016). Diseño, implementación y evaluación de prácticas Pedagógicas en un Programa de Licenciatura con Énfasis en Inglés. Colombian Applied Linguistics Journal, 18(2), 49-66. | |
| dc.relation.references | Méndez, P. R. (2014). Constitución de sujeto maestro en las prácticas de resistencia en Colombia entre 1930 y 2013. Un estudio arqueológico. Bogotá: Universidad Santo Tomas de Aquino-VUAD. | |
| dc.relation.references | Méndez, P. (January-June de 2012). Discurso: espacio para la constitución del sujeto. Colombian Applied Linguistics Journal, 14(1), 180-193. | |
| dc.relation.references | Morales, Y. A. (2016). Unveiling Pre-Service Teachers’ Attitudes Toward Teaching: The Role of Pedagogical Practicums. Profile Issues in Teachers’ Professional Development, 18(2), 47-61. | |
| dc.relation.references | Norton, B. (2013). Identity and Language Learning. Bristol, UK: Multilingual Matters. | |
| dc.relation.references | Pennycook, A. (1998). English and the Discourses of Colonialism. London, New York: Routledge. | |
| dc.relation.references | Phillipson, R. (1992). Linguistic Imperialism. New York: Oxford University Press. | |
| dc.relation.references | Posada, J. Z. & Garzón, E. (2014). Bridging the Gap Between Theory and Practice in a B.A. Program in EF. HOW, 22(1), 122-137. | |
| dc.relation.references | Posner, G. (2003). Analyzing The Curriculum Third Edition. New York: McGraw Hill. | |
| dc.relation.references | Quintero, A. & Guerrero, H. (2010). Dimensión social de la educación de docentes de inglés: intersección entre innovación pedagógica e investigación formativa. In T. Gimenez, & M. C. De Goés, Formação de professores de línguas na América Latina e transformação social, 167-186. Brasil: Pontes Editores | |
| dc.relation.references | Ramanathan, V. (2013). A Postcolonial Perspective in Applied Linguistics: Situating English and the Vernaculars. New York: Routlelge. | |
| dc.relation.references | Ramos, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW, 20, 206-225. | |
| dc.relation.references | Reagan, T. (2004). Objectification, Positivism and Language Studies: A Reconsideration. Critical Inquiry in Language Studies, 1(1), 41-60. | |
| dc.relation.references | Robinson, M. & McMillan, W. (2006). Who Teaches the Teachers? Identity, Discourse and Policy in Teacher Education. Teaching and Teacher Education, 22, 327-336. | |
| dc.relation.references | Rowan, M. & Sue, S. (April de 2009). Foucault’s Toolkit: Resources for “Thinking” Work in Times of Continual change. Australian Journal of Adult Learning, 49(1), 57-74. | |
| dc.relation.references | Samacá, Y. (2012). On Rethinking Our Classrooms: A Critical Pedagogy View. HOW, 19, 194-208. | |
| dc.relation.references | Santos, B. D. (2009). Una epistemología del sur: la reinvención del conocimiento y la emancipación social. México D.F.: Siglo XXI. | |
| dc.relation.references | Scott, J. (1990). A Matter of Record, Documentary Sources in Social Research. Cambridge: Polity Press | |
| dc.relation.references | Tollefson, J. (2007). Ideology, Language Variety, and ELT. En J. Cummins, & C. Davison, International Hadbook of English Language Teaching, Part 1, 25-36. New York: Springer. | |
| dc.relation.references | Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. PROFILE Issues in Teachers’ Professional Development, 11(1), 123-141. | |
| dc.relation.references | Van Tuinen, S. &. (2010). Deleuze and the Fold: A Critical Reader. Hampshire: Palgrave MacMillan. | |
| dc.relation.references | Varghese, M. M. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 21-44. | |
| dc.relation.references | Viáfara, J. (2008). From Pre-School to University: Student-Teachers’ Characterize their EFL Writing Development. Colombian Applied Linguistics Journal, 10, 73-92. | |
| dc.relation.references | Viafara, J. (2016). “I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers. Colombian Aplied Linguistics Journal, 18(2), 11-24. | |
| dc.rights.acceso | Abierto (Texto Completo) | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | Enseñanza | |
| dc.subject | Inglés | |
| dc.subject | Profesores | |
| dc.subject | Lenguaje | |
| dc.subject.keyword | Teaching | |
| dc.subject.keyword | English | |
| dc.subject.keyword | Teachers | |
| dc.subject.keyword | Language | |
| dc.subject.lemb | Inglés - Enseñanza | |
| dc.subject.lemb | Métodos de enseñanza | |
| dc.subject.lemb | Profesores de inglés | |
| dc.title | Énfasis | |
| dc.title.alternative | ELT Local research agendas | |
| dc.title.titleenglish | Énfasis | |
| dc.type | book | |
| dc.type.coar | http://purl.org/coar/resource_type/c_2f33 | |
| dc.type.driver | info:eu-repo/semantics/book |
Archivos
Bloque original
1 - 1 de 1
Cargando...
- Nombre:
- Elt local research agendas.pdf
- Tamaño:
- 3.79 MB
- Formato:
- Adobe Portable Document Format
Bloque de licencias
1 - 1 de 1
No hay miniatura disponible
- Nombre:
- license.txt
- Tamaño:
- 7 KB
- Formato:
- Item-specific license agreed upon to submission
- Descripción: