Books, Online Resources, Theses, Journals...

Updated 16.05.2017

If you know a resource which is not listed here, please e-mail us at redicelt@gmail.com its full reference in APA 6th edition, or fill this form.


Books & Book chapters 

  1. Abrahams, MJ., & Silva, P. (2016). The Career Trajectories of English Language Teachers. In P. Haworth & C. Craig (Eds.), The Career Trajectories of English Language Teachers (pp. 141-150). Oxford: Symposium Books.
  2. Abrahams, MJ., & Silva, P. (2017). What happens with English in Chile? Challenges in Teacher Preparation. In Kamhi-Stein, L., G. Díaz Maggioli, L. . de Oliveira (Eds), English language Teaching in South America. Policy, Preparation and Practice. (pp. 109-122). Multilingual Matters. ISBN 9781783097968.
  3. Arancibia, B., Diaz, C, and Tapia, M. 2011. La enseñanza y aprendizaje del inglés como lengua extranjera: aproximaciones desde la investigación. Concepcion: Red Internacional del Libro (RIL).
  4. Barahona, M. (2015). English Language Teacher Education in Chile: A cultural historical activity theory perspective. Routledge.
  5. Barahona, M. (2015) Contradictions in the Activity of Learning to Teach English in Chile." Cultural-historical Approach : Educational Research in Different Contexts.Porto Alegre: EDIPUCRS, 2015. pp.73-98
  6. Farías, M. and D. Cabezas. 2015. IDENTITY IMPOSITION IN EFL TEXTBOOKS FOR ADULT SECONDARY EDUCATION IN CHILE. In: I. VAN DE CRAATS, J. KURVERS and R. VAN HOUT, eds. Adult literacy, second language, and cognition.  Nijmegen, Netherlands: Radboud Universities, pp.69-88.
  7. Ferreira, A., J. García, S. Morales. (2015). Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language. In Information Resources Management Association (Eds) Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications. Hershey:USA, pp. 1166-1184
  8. Glas, K. (2013). Teaching English in Chile, A Study of Teacher Perceptions of their professional identity, student motivation and pertinent Learning contents, Frankfurt: Peter Lang GmbH.
  9. Higginson, S. (2011). A Case Study on the Impact of Weblogs on the Writing of Low-level Learners in the University of Chile. Universal-Publishers. 
  10. Lebrón, J., & Nuñez, L. (2017). Journeys through Changing Practice: The Chilean English Teachers' network. In S. Baily, F. Shahrokhi, & T. Carsillo (Eds.), Experiments in Agency. A Global Partnership to Transform Teacher Research (Vol. 7, pp. 205-220). Rotterdam: Sense Publishers
  11. Silva, P. (2009). Validity Enquiry into a language test: An experience in Chile. Düsseldorf: VDM Verlag Dr. Müller. 
  12. Rebolledo, P., Smith, R., & Deborah, B. (2016). Champion Teachers: Stories of exploratory action research -. Retrieved March 19, 2016, from http://englishagenda.britishcouncil.org/books-resource-packs/champion-teachers-stories-exploratory-action-research#sthash.Dx0zcGke.dpuf
  13. Sato, M & Viveros, P. (2016) Interaction or collaboration? Group dynamics in the foreign language classroom. In. Sato, M & Ballinger, S. (Eds) Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. Amsterdam: John Benjamins. pp. 91–112
  14. Sato, M. (2017). Oral peer corrective feedback: multiple theoretical perspectives. In Nassaji, H. and E. Kartchava. (Eds) Corrective Feedback in Second Language Teaching and Learning. Research, Theory, Applications, Implications. Routledge: New York.  
  15. Smith, R., Connelly, T., & Rebolledo, P. (2014). Teacher-research as continuing professional development: a project with Chilean secondary school teachers. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers. London: British Council. Retrieved from http://www.teachingenglish.org.uk/sites/teacheng/files/E168%20Innovations%20in%20CPD_FINAL%20V2%20web.pdf. 
  16. Yilorm, Yasna. (2015). Let's Go for English in 100 Fun Ways. Cuba, La Habana: Editorial Universitaria.
Online Resources
  1. British Council (2015). English in Chile: An examination of policy, perceptions, and influencing factors. In English in Latin America: An examination of policy and perceptions of seven countries. Retrieved from https://ei.britishcouncil.org/sites/default/files/latin-america-research/English%20in%20Chile.pdf. Last Access: 15.06.15
  2. Farias, M (2000). "EFL teachers' perception of school reform." Paper presented at the 6th International of IATEFL-Chile, Santiago, Chile. http://webcache.googleusercontent.com/search?q=cache:http://web.usach.cl/~mfarias/IATEFL2000.htm&strip=1 Last access: 28/08/2013 
  3. Rebolledo, P. (2012). 'Action research for professional development: an ideal or 'real' construct?' Presentation at the 2012 IATEFL conference, Glasgow. http://iatefl.britishcouncil.org/2012/sessions/2012-03-20/action-research-professional-development-ideal-or-real-construct Last access: 28/08/2013 
  4. Sepulveda, M.T. (2009). The Importance of Affect in Teaching and Course books for Young Learners in Chile. Humanising Language Teaching, 11. http://www.hltmag.co.uk/dec09/mart01.htm Last access: 28/08/2013 
  5. Vera, F. (2009) "El estado del arte de la profesión de profesor de inglés: ¿Qué ocurre en Chile? Revista Nodo Educativo de la Universidad Tecnológica Metropolitana de Chile. Marzo 2009. http://www.utemvirtual.cl/nodoeducativo/wp-content/uploads/2009/04/art_fvera_3.pdf Last access: 09/08/2013 
Journal
  1. The Language, Education and Culture Journal: http://plci-journal.jimdo.com/home/ 
E-theses
  1. Byrd, K. (2013). Reactions to english language learning in chile as a means for personal and national development.. (Unpublished master's thesis). Retrieved from http://repository.usfca.edu/cgi/viewcontent.cgi?article=1065&context=thes
  2. Inostroza, MJ. (2011). Assessing Group Work Implementation and the Difficulties Faced by Chilean Teachers of English as a Foreign Language with Young Learners in Large Classes. MA Dissertation. University of Sheffield.
  3. Johnson, C.P. (2013) Increasing Students’ Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses. Unpublished EdD thesis. Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=2093&context=dissertations
  4. Koda, S. (2015) English Teachers Networks (ETNs): A bottom-up enhancement for Chilean English Teachers. Master in English Language Teaching thesis, University of Warwick.https://www.academia.edu/17750602/English_Teachers_Networks_a_bottom-up_enhancement_for_Chilean_teachers. Last Access: 16.11.2015
  5. MUNOZ, V. (2010). Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study. Master of Science in Applied Linguistics thesis, University of Edinburgh. https://www.era.lib.ed.ac.uk/bitstream/1842/5322/1/Msc%20Dissertation%20on%20LP.pdf Last access: 16.12.2014 
  6. ORMENO, V. 2009. Metacognitive awareness-raising in EFL Teacher education with special reference to a Chilean Context. Doctor of Philosophy thesis, University of Birmingham. http://cw.routledge.com/textbooks/eresources/9780415566421/ormeno.pdf. Last access: 16.12.2014 
  7. Rebolledo Cortés, P. A. (2013). Exploring action research on a professional development course in Chile. University of Leeds. http://etheses.whiterose.ac.uk/5777/1/Thesis_Paula%20Rebolledo.pdf Last access:13.07.2016 
  8. Romero, G. (2012). Volunteer teaching experiences in a foreign country: A case study. MA thesis. U de Ottawa.https://www.ruor.uottawa.ca/bitstream/10393/23208/1/Romero_Gloria_2012_thesis.pdf. Last access: 13.07.2016
Book reviews



  • CARABANTES, L. 2016. Book review: English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective. English Language Teacher Education and Development (ELTED) Journal 19, pp.54-56.


  • Academia/Research Gate / Other resources

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