Articles (by category)

Here you will find articles organised by category. Please note that some articles may be classified into one or more categories as their contents overlap. 


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We would like to thank Violeta Cautin for having organised these articles.


Curriculum
  • Abrahams, M., & Farias, M. (2011). Struggling for Change in Chilean EFL Teacher Education. Colombian Applied Linguistics Journal, 12(2), 110-118.
  • Barahona, M. (2014). Exploring the curriculum of second language teacher education (SLTE) in Chile: A case study. Perspectiva Educacional, 53(2), 45-67.
  • Delicio, R. (2009). The Role of Output in Language Learning: The Chilean Context. Revista Alicanto, 83-95.

Teacher cognitions
  • Alarcón, P., Díaz, C., Tagle, T., Ramos, L., y Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos. Actualidades Investigativas en Educación, 14(2), 1-31. 
  • Barahona, M. (2014) Pre-service teachers’ beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology. Moscow, Russia.
  • BLASQUEZ, F. B., & Tagle, T. (2010). Formación docente: un estudio de las creencias de alumnos y profesores sobre el proceso de enseñanza y aprendizaje del inglés. Revista Iberoamericana de Educación, (54/4). 
  • Díaz  Larenas, C. & Solar Rodríguez, M. I.  (2011). La revelacion de las creencias lingüístico-pedagógicas a partir del discurso del profesor de ingles universitario.. RLA. Revista de lingüística teórica y aplicada, 49(2), 57-86.
  • Díaz, C. et al. (2011). Comparing Teaching Styles and Personality Types of EFL Instructors in the Public and Private Sectors. PROFILE, 13 (1), 111-127.

  • Díaz, C. et al. (2012). The English Teacher: his beliefs about English language assessment at primary, secondary and tertiary levels. IKALA, Revista de lenguaje y cultura, 17 (1), 15-26.

  • Díaz, C., Tagle, T., Alarcón, P., Quintana, M., Ramos, L., y Vergara, J. (2013). Estudio de caso sobre las creencias deestudiantes de pedagogía en inglés respecto a la autoeficacia percibida y la enseñanza del idioma. Núcleo, 30, 41-67.
  • Lehmann, T., & Weber, T. (2015). English-teachers’ teaching perspectives and their use of methods to foster students’ communicative competence: A comparison between Chile and Germany. The Journal of Language Teaching and Learning, 5(2), 22-36.


Research in ELT
  • Aliaga, L., Inostroza, M-J, Rebolledo, P, Romero, G, and Tabali, P. (2015). RICELT: Creating a research community in Chilean ELT. ELT RESEARCH. January 2015(30), pp.34-35.


Assessment
  • Baitman, B., & Véliz Campos, M. (2013). A comparison of oral evaluation ratings by native English speaker teachers and non-native English speaker teachers. Literatura y lingüística, (27), 171-200.
  • Lizasoain, A. y Ortiz de Zárate, A. (2014). Alternative Evaluation of a Traditional Oral Skill Assessment Tool in an English Teaching Program. The LEC Journal 1(1), 21-36.
CALL
  • Bañados, E. (2006) "A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment." Calico Journal 23(3): 533-550.


Teacher education
  • Díaz, L. C., Bastías,C. (2010) “Una exploración al rol y funciones del profesor mentor en el contexto de la formación inicial docente”. 2010. ISSN 0717-2494. Boletín de Investigación Educacional. Pontificia Universidad Católica de Chile. Facultad de Educación.
  • Dizzia, E. (2011)."English As A Foreign Language Professional Development Practicum: Placing Skilled Teachers Where They Can Grow A Program Proposal For The Schools Of Cañadilla, SA Santiago, Chile".
  • Salas, M. (2015). Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile. Colombian Applied Linguistics Journal, 17(2), 260-275. doi:http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a06
Writing
  • Díaz Hormazábal, R. (2007). Argumentative writing strategies and perceptions of writing in academia by EFL college students. Literatura y lingüística, (18), 253-282.
  • Faúndez, C. V. (2013). Effect of trained peer feedback on text organization in EFL writing. Estudios Hemisféricos y Polares, 4(1), 56-65.


Reading
  • Bustos Beck, M. (2007). Applied Linguistics/Learning to Read in ESL. Literatura y lingüística, (18), 233-251.
  • Cataldo López, M. (2008). Delineating Latino Student's Reading Strategies. Literatura y lingüística, (19), 265-281.
Listening
  • Gómez  Álvarez, L., Sandoval Zuñiga, M. S. & Saez Carrillo, K. (2012). Comprensión auditiva en inglés como L2: Efecto de la instrucción explícita de estrategias metacognitivas para su desarrollo. RLA. Revista de lingüística teórica y aplicada, 50(1), 69-93.
Oral communication development
  • Hsuying C. W. & Andruske, C.L. (2013). The Impact of Powerful Oral Language Lab on Chilean EFL Preservice Teachers, International Journal of School & Educational Psychology, 1:3, 176-187.


Ideology and Identity
  • Farias, M. (2005). Critical language awareness in foreign language learning. Literatura y lingüística, (16), 211-222.
  • Menard-Warwick, J. (2008). "The dad in the Che Guevara T-shirt: Narratives of Chilean English Teachers." Critical Inquiry in Language Studies 5:4, 243-264.
  • Menard-Warwich, J. (2009). "CoConstructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and California." The Modern Language Journal 93.1 : 30-45
  • Menard-Warwick, J. (2011). Chilean English Teacher Identity and Popular Culture: Three Generations. International Journal of Bilingual Education and Bilingualism 14(3): 261-277.
  • Menard-Warwick, J. (2013). "The world doesn't end at the corner of their street": Language ideologies of Chilean English teachers. Language Policies and (Dis)Citizenship. 
  • Glas, K. & Cárdenas-Claros, M.S. (2013). New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context. English Teaching: Practice and Critique December, 12: 3, 23-40.
  • Glas, K. (2008). English opens doors... but to what? Discourse analysis on English teaching in Chile, 2003-2006, Revista Educación y Pedagogía, Vol. XX, 51, 111-121.
  • Guijarro-Ojeda, J. & Ruiz-Cecilia, R. (2013). Perceptions of Spanish EFL trainee teachers on the introduction of queer issues in the classroom.,Onomázein, 1(27), 193-206

Vocabulary

  • Farías, M., Oblinovic, K., Orrego, R., & Gregersen, T. (2014). Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning. Revista Signos, 47(84), 21-39.
  • Jullian, P. (1996). Descriptive Study and Analysis of the Lexical code used by Working-class School Children in Santiago. Estudio realizado para el Departamento de Desarrollo de Lenguaje de la UNESCO.
  • Jullian, P(1999). Estudio de los Rasgos Semánticos en términos relacionados: Un medio de expansión léxica en los alumnos avanzados en ELT. Onomazein 3, 195-210.
  • Jullian, P. (2000). A Comparative Study of Semantic Features in Related Terms: A Way to Expand ELT Advanced Learners Vocabulary. ELT Journal, 54(1), 37-46.
  • Jullian, P. (2002). Uncovering implicit information in original compounds. ELT Journal, 56 (4), 359-367.
  • Jullian, P. (2000). Creating Word-meaning awareness. ELT Journal 54(1), 36-46.
  • Jullian, P. (2000). Las Inferencias en la Interpretación de Compuestos Originales en Inglés. Onomazein4, 465-480.
  • Jullian, P. (2001). Mental Representation of English Complex Nominals by Spanish Speakers. Onomazein, 6, 239-247.
  • Jullian, P. (2002). Word Association: A Resource to Raise Awareness on Lexical on Semantic Relations. Onomazein, 7, 239-247. 
  • Jullian, P. (2002). The Reconstruction of Complex Nominal Phrases by ESL Learners. Research / ESP SIG Newsletter, 21, 21-28. IATEFL Publications.
  • Jullian, P. (2002). The Study of Semantic Features in Near Synomys: ESL learner’s Lexical Expansion. Claritas, 4(1), 81-91.


Individual Differences
  • Gregersen, T. (2000). The individual differences that distinguish high and low output students. Revista Signos 33(47), 87-99.
Strategies
  • Gregersen, T., Vera, R., Pino, P., & Espinoza, L. (2001). Can Foreign Language Learning Strategies Turn Into Crutches?: A Pilot Study on the Use of Strategies by Successful and Unsuccessful Language Learners. Revista Signos 34(49-50), 101-111.
Classroom Interaction
  • Gregersen, T. (2006) A cross-cultural comparison of nonverbal teacher immediacy and foreign language anxiety in Chilean and Russian English language classrooms. Revista Signos, 39(62), 407-426.
Motivation


  • Glas, K. (2015) Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation, Research Papers in Education,
  • Latorre, G., & Baeza, G. (1975). The Construction and Use of EFL Crossword Puzzles1. ELT Journal, 30(1), 45-55.
  • Lizasoain, A., Ortiz de Zárate, A., Walper, K., Yilorm, Y. (2011). Estudio descriptivo y exploratorio de un taller de introducción a las técnicas teatrales para la enseñanza/aprendizaje de una lengua extranjera.Estudios Pedagógicos 37(2), 123-133.
  • Lizasoain, A.; Ortiz de Zárate, A. (2009). Efficiency and Effectiveness of Drama techniques in the English Classroom. ERIC
  • Gómez Burgos, E., & Pérez Pérez, S. (2015). Chilean 12th graders’ Attitudes towards English as a Foreign Language. Colombian Applied Linguistics Journal, 17(2), 313-324. doi:http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a10
Program/Textbook evaluation


  • King, P. (2007). Multidimentional analysis of spoken discourse in textbooks of English as a foreign language. Revista Signos, 40(63), 101-126.
  • Lizasoain, A., & Becchi, C. (2014). Evaluation of a rural self-learning English program in Chile. Enjoy Teaching Journal, 2(2), 4-18.
  • Ortiz de Zárate, A., Martinez, F., & Luengo, C. (2010). The Chilean EFL Education and Its Challenges. EFL and Art: Learning English with all our senses.

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