Profile: Issues in Teachers' Professional Development
@profilejournal.bsky.social
Open-access peer-reviewed scientific journal for English language teachers, teacher-researchers, and teacher educators. Edited at Universidad Nacional de Colombia.
📚Suggested reading:
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
November 10, 2025 at 8:56 PM
📚Suggested reading:
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
📙Suggested reading:
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
November 5, 2025 at 2:58 PM
📙Suggested reading:
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
📖Suggested reading:
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
October 29, 2025 at 2:59 PM
📖Suggested reading:
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
🎞️Check out the videoabstract of the article:
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
October 27, 2025 at 7:06 PM
🎞️Check out the videoabstract of the article:
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
📕Suggested reading:
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
October 24, 2025 at 1:37 PM
📕Suggested reading:
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
📗Suggested reading:
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
October 22, 2025 at 2:06 PM
📗Suggested reading:
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
📚Suggested reading:
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
October 20, 2025 at 2:21 PM
📚Suggested reading:
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
📘Suggested reading:
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
October 17, 2025 at 2:53 PM
📘Suggested reading:
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
📚Suggested reading:
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
October 15, 2025 at 1:58 PM
📚Suggested reading:
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
📚Suggested reading:
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
October 8, 2025 at 3:01 PM
📚Suggested reading:
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
📖Suggested reading:
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
October 6, 2025 at 3:47 PM
📖Suggested reading:
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
📖Suggested reading:
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
October 3, 2025 at 1:53 PM
📖Suggested reading:
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
📚Suggested reading:
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
October 1, 2025 at 1:42 PM
📚Suggested reading:
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
📗Suggested reading:
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
September 29, 2025 at 1:56 PM
📗Suggested reading:
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
📖Suggested reading:
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
September 26, 2025 at 3:53 PM
📖Suggested reading:
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
📘Suggested reading:
📄Sanchez-Aguilar, J. (2021). Tutors’ and tutees’ behaviors, attitudes, and perspectives regarding EFL peer tutoring in higher education in Mexico.
🔎https://doi.org/10.15446/profile.v23n2.87744
#EnglishLanguageLearning #HigherEducation #PeerTutoring
📄Sanchez-Aguilar, J. (2021). Tutors’ and tutees’ behaviors, attitudes, and perspectives regarding EFL peer tutoring in higher education in Mexico.
🔎https://doi.org/10.15446/profile.v23n2.87744
#EnglishLanguageLearning #HigherEducation #PeerTutoring
September 24, 2025 at 2:15 PM
📘Suggested reading:
📄Sanchez-Aguilar, J. (2021). Tutors’ and tutees’ behaviors, attitudes, and perspectives regarding EFL peer tutoring in higher education in Mexico.
🔎https://doi.org/10.15446/profile.v23n2.87744
#EnglishLanguageLearning #HigherEducation #PeerTutoring
📄Sanchez-Aguilar, J. (2021). Tutors’ and tutees’ behaviors, attitudes, and perspectives regarding EFL peer tutoring in higher education in Mexico.
🔎https://doi.org/10.15446/profile.v23n2.87744
#EnglishLanguageLearning #HigherEducation #PeerTutoring
📚Suggested reading:
📄Carvajo Lucena, C. & Guijarro Ojeda, J. R. (2024). Examining the wellbeing of in-service EFL teachers in a Spanish context.
🔗https://doi.org/10.15446/profile.v26n1.105783
#EnglishLanguageTeachers #TeacherBurnout #TeacherWelfare
📄Carvajo Lucena, C. & Guijarro Ojeda, J. R. (2024). Examining the wellbeing of in-service EFL teachers in a Spanish context.
🔗https://doi.org/10.15446/profile.v26n1.105783
#EnglishLanguageTeachers #TeacherBurnout #TeacherWelfare
September 22, 2025 at 3:53 PM
📚Suggested reading:
📄Carvajo Lucena, C. & Guijarro Ojeda, J. R. (2024). Examining the wellbeing of in-service EFL teachers in a Spanish context.
🔗https://doi.org/10.15446/profile.v26n1.105783
#EnglishLanguageTeachers #TeacherBurnout #TeacherWelfare
📄Carvajo Lucena, C. & Guijarro Ojeda, J. R. (2024). Examining the wellbeing of in-service EFL teachers in a Spanish context.
🔗https://doi.org/10.15446/profile.v26n1.105783
#EnglishLanguageTeachers #TeacherBurnout #TeacherWelfare
📖Suggested reading:
📄Loo, D. B. (2023). “It feels like a performance when I teach online”: Autoethnography of tensions in teacher identity.
🔗https://doi.org/10.15446/profile.v25n2.104914
#Autoethnography #EnglishLanguageTeaching #TeacherIdentity #OnlineEducation
📄Loo, D. B. (2023). “It feels like a performance when I teach online”: Autoethnography of tensions in teacher identity.
🔗https://doi.org/10.15446/profile.v25n2.104914
#Autoethnography #EnglishLanguageTeaching #TeacherIdentity #OnlineEducation
September 19, 2025 at 1:37 PM
📖Suggested reading:
📄Loo, D. B. (2023). “It feels like a performance when I teach online”: Autoethnography of tensions in teacher identity.
🔗https://doi.org/10.15446/profile.v25n2.104914
#Autoethnography #EnglishLanguageTeaching #TeacherIdentity #OnlineEducation
📄Loo, D. B. (2023). “It feels like a performance when I teach online”: Autoethnography of tensions in teacher identity.
🔗https://doi.org/10.15446/profile.v25n2.104914
#Autoethnography #EnglishLanguageTeaching #TeacherIdentity #OnlineEducation
📙Suggested reading:
📄Pérez Berbain, M., Payaslian, L., Sauer Rosas, A., García, B., & La Porta, A. (2023). The impact of mentoring on English language teachers: A case from Argentina.
🔎https://doi.org/10.15446/profile.v25n1.101711
#ProfessionalDevelopment #EnglishLanguageTeaching #TeacherKnowledge
📄Pérez Berbain, M., Payaslian, L., Sauer Rosas, A., García, B., & La Porta, A. (2023). The impact of mentoring on English language teachers: A case from Argentina.
🔎https://doi.org/10.15446/profile.v25n1.101711
#ProfessionalDevelopment #EnglishLanguageTeaching #TeacherKnowledge
September 17, 2025 at 1:44 PM
📙Suggested reading:
📄Pérez Berbain, M., Payaslian, L., Sauer Rosas, A., García, B., & La Porta, A. (2023). The impact of mentoring on English language teachers: A case from Argentina.
🔎https://doi.org/10.15446/profile.v25n1.101711
#ProfessionalDevelopment #EnglishLanguageTeaching #TeacherKnowledge
📄Pérez Berbain, M., Payaslian, L., Sauer Rosas, A., García, B., & La Porta, A. (2023). The impact of mentoring on English language teachers: A case from Argentina.
🔎https://doi.org/10.15446/profile.v25n1.101711
#ProfessionalDevelopment #EnglishLanguageTeaching #TeacherKnowledge
📚Suggested reading:
📄Kusuma, I. P. I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching.
🔗https://doi.org/10.15446/profile.v24n2.97497
#OnlineEducation #TeachingEnglish #Technology
📄Kusuma, I. P. I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching.
🔗https://doi.org/10.15446/profile.v24n2.97497
#OnlineEducation #TeachingEnglish #Technology
September 15, 2025 at 3:27 PM
📚Suggested reading:
📄Kusuma, I. P. I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching.
🔗https://doi.org/10.15446/profile.v24n2.97497
#OnlineEducation #TeachingEnglish #Technology
📄Kusuma, I. P. I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching.
🔗https://doi.org/10.15446/profile.v24n2.97497
#OnlineEducation #TeachingEnglish #Technology
📕Suggested reading:
📄Wood-Borque, P. (2022). Compiling a corpus of audiovisual materials for EFL learning: Selection, analysis, and exploitation.
🔎https://doi.org/10.15446/profile.v24n1.91448
#AudiovisualMaterials #CommunicativeCompetence #Corpus
📄Wood-Borque, P. (2022). Compiling a corpus of audiovisual materials for EFL learning: Selection, analysis, and exploitation.
🔎https://doi.org/10.15446/profile.v24n1.91448
#AudiovisualMaterials #CommunicativeCompetence #Corpus
September 12, 2025 at 1:58 PM
📕Suggested reading:
📄Wood-Borque, P. (2022). Compiling a corpus of audiovisual materials for EFL learning: Selection, analysis, and exploitation.
🔎https://doi.org/10.15446/profile.v24n1.91448
#AudiovisualMaterials #CommunicativeCompetence #Corpus
📄Wood-Borque, P. (2022). Compiling a corpus of audiovisual materials for EFL learning: Selection, analysis, and exploitation.
🔎https://doi.org/10.15446/profile.v24n1.91448
#AudiovisualMaterials #CommunicativeCompetence #Corpus
📖Suggested reading:
📄Sierra-Gordillo, J. (2024). Gendered subjectivities in English classrooms: A critically queered examination of sex-segregated education.
🔗https://doi.org/10.15446/profile.v26n2.108875
#QueerLinguistics #Heteronormativity #Gender #Subjectivities
📄Sierra-Gordillo, J. (2024). Gendered subjectivities in English classrooms: A critically queered examination of sex-segregated education.
🔗https://doi.org/10.15446/profile.v26n2.108875
#QueerLinguistics #Heteronormativity #Gender #Subjectivities
September 10, 2025 at 4:00 PM
📖Suggested reading:
📄Sierra-Gordillo, J. (2024). Gendered subjectivities in English classrooms: A critically queered examination of sex-segregated education.
🔗https://doi.org/10.15446/profile.v26n2.108875
#QueerLinguistics #Heteronormativity #Gender #Subjectivities
📄Sierra-Gordillo, J. (2024). Gendered subjectivities in English classrooms: A critically queered examination of sex-segregated education.
🔗https://doi.org/10.15446/profile.v26n2.108875
#QueerLinguistics #Heteronormativity #Gender #Subjectivities
📕Suggested reading:
📄Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning.
🔎https://doi.org/10.15446/profile.v20n2.63845
#CollaborativeLearning #LanguageInteraction
📄Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning.
🔎https://doi.org/10.15446/profile.v20n2.63845
#CollaborativeLearning #LanguageInteraction
September 5, 2025 at 1:59 PM
📕Suggested reading:
📄Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning.
🔎https://doi.org/10.15446/profile.v20n2.63845
#CollaborativeLearning #LanguageInteraction
📄Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning.
🔎https://doi.org/10.15446/profile.v20n2.63845
#CollaborativeLearning #LanguageInteraction
📘Suggested reading:
📄Lucero, E. & Cortés-Ibañez, A. M. (2021). Pedagogical practicum and student-teachers discursively conceived in an ELT undergraduate program.
🔗https://doi.org/10.15446/profile.v23n2.89212
#PedagogicalPracticum #TeacherEducation
📄Lucero, E. & Cortés-Ibañez, A. M. (2021). Pedagogical practicum and student-teachers discursively conceived in an ELT undergraduate program.
🔗https://doi.org/10.15446/profile.v23n2.89212
#PedagogicalPracticum #TeacherEducation
September 3, 2025 at 1:43 PM
📘Suggested reading:
📄Lucero, E. & Cortés-Ibañez, A. M. (2021). Pedagogical practicum and student-teachers discursively conceived in an ELT undergraduate program.
🔗https://doi.org/10.15446/profile.v23n2.89212
#PedagogicalPracticum #TeacherEducation
📄Lucero, E. & Cortés-Ibañez, A. M. (2021). Pedagogical practicum and student-teachers discursively conceived in an ELT undergraduate program.
🔗https://doi.org/10.15446/profile.v23n2.89212
#PedagogicalPracticum #TeacherEducation
📗Suggested reading:
📄Montoya, A. & Correa, D. (2024). Discriminatory practices against non-native English speaker teachers in Colombia’s language centers: A multimodal study.
🔗https://doi.org/10.15446/profile.v26n1.105427
#DiscriminatoryPractices #LanguageCenters #NativeSpeakers #NonnativeSpeakers
📄Montoya, A. & Correa, D. (2024). Discriminatory practices against non-native English speaker teachers in Colombia’s language centers: A multimodal study.
🔗https://doi.org/10.15446/profile.v26n1.105427
#DiscriminatoryPractices #LanguageCenters #NativeSpeakers #NonnativeSpeakers
September 1, 2025 at 2:40 PM
📗Suggested reading:
📄Montoya, A. & Correa, D. (2024). Discriminatory practices against non-native English speaker teachers in Colombia’s language centers: A multimodal study.
🔗https://doi.org/10.15446/profile.v26n1.105427
#DiscriminatoryPractices #LanguageCenters #NativeSpeakers #NonnativeSpeakers
📄Montoya, A. & Correa, D. (2024). Discriminatory practices against non-native English speaker teachers in Colombia’s language centers: A multimodal study.
🔗https://doi.org/10.15446/profile.v26n1.105427
#DiscriminatoryPractices #LanguageCenters #NativeSpeakers #NonnativeSpeakers