4th RICELT Newsletter

Since our last newsletter, back in April 2019, we have added 68 publications that are based on or include references to the Chilean ELT context. 

Are we missing something? Let us know by sending us an e-mail at redicelt@gmail.com, or a PM on Facebook or Twitter.

Check the full list here (276 items and counting!). 

1. Aliaga Salas, L. & Oncevska Ager, E.  (Eds.) (2020). Creating Quiet Reflective Spaces: Language Teacher Research as Professional Development. Faversham, Kent: IATEFL. Retrieved from: http://resig.weebly.com/uploads/2/6/3/6/26368747/creating_quiet_reflective_spaces.pdf
2. Aliaga-Salas, L. (2019). Curriculum change in language teacher education: what does it take? (T. Pattison, Ed.). In IATEFL 2018 Brighton Conference selections (pp. 232-233). Faversham: IATEFL.
3. Alvarado, M, Neira, M., Westmacott, A. (2019). Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities. Iranian Journal of Language Teaching Research 7(3), pp. 53-70. Retrieved from: http://ijltr.urmia.ac.ir/article_120736_30e5008c0b7750e5e20c0b0301e0997e.pdf 
4. Archanjo, R., Barahona, M. & Finardi, K. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colomb. Appl. Linguistic. J., 21(1), pp. 62-75
5. Arellano, R. (2018). A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second language in Chile. Revista Actualidades Investigativas de Educación. 18(1), pp.1-19. DOI: https://doi.org/10.15517/aie.v18i1.31807
6. Arellano, R. (2019). Learning discourse analysis from a TESOL perspective. English Australia Journal, 35(2), 35-44. Retrieved from: https://www.englishaustralia.com.au/documents/item/767 
7. Arellano, R. (2020). Challenges and opportunities to teach applied linguistics in the context of EFL teacher training. ELT RESEARCH. (35), 40-43. http://resig.weebly.com/issue-35.html 
8. Arellano, R., Reinao, P., Marianjel, A., & Curaqueo, G. (2020). Un estudio comparativo entre las metodologías usadas en la enseñanza del mapudungun como segunda lengua y el inglés como lengua extranjera. Forma y Función, 33(1), 87-114. https://revistas.unal.edu.co/index.php/formayfuncion/article/view/7965 
9. Arévalo, F. & Briesmaster, M. (2018). “Claim – Support – Question” Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. Profile: Issues in Teachers´ Professional Development, [S.l.], pp 143-160. Available at: https://revistas.unal.edu.co/index.php/profile/article/view/63554.   doi:https://doi.org/10.15446/profile.v20n2.63554.
10. Banegas, D., de Stefani, M., Rebolledo, P., Rico Troncoso, C. & Smith, R. (eds.). (2020). Horizontes 1: ELT teacher research in Latin America. Faversham: IATEFL.
11. Barahona, M. (2018). Trends in Teacher Development Programs. The TESOL Encyclopedia of English Language Teaching. pp.1–14.
12. Barahona, M. (2019). What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum. Journal of Education for Teaching, 45(3), 262-276. doi:10.1080/09589236.2019.1599509
13. Barahona, M. (2020). Developing and enacting professional pedagogical responsibility: a CHAT perspective. The European Journal of Applied Linguistics and TEFL, (9), 2, 131-152.
14. Barahona, M.(2020). The potential of translanguaging as a core teaching practice in an EFL context, System, https://doi.org/10.1016/j.system.2020.102368.
15. Barahona, M., & Benitez, R. (2020). Empowering Student-Teachers to become highly capable English language Educators. In Banegas, D. (ed). Content Knowledge in English Language Teacher Education International Experiences. London: Bloomsbury. pp. 185-200.
16. Barahona, M., & Ibaceta-Quijanes, X. (2019). Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context. RELC Journal. https://doi.org/10.1177/0033688219847315
17. Barahona, M., & Ibaceta-Quijanes, X. (2019).La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: un estudio de caso en Chile. IKALA, 24(3). doi: 10.17533/udea.ikala.v24n03a03
18. Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 15-23. https://doi.org/10.15446/profile.v20n1.66236.
19. Cancino, M. (2019). Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence. Studies in Second Language Learning and Teaching, 9(4), 581-606.
20. Cancino, M., Durán, M., & Solorza, C. (2020). What Learning Can Do to Teaching: Assessing the Impact of Apprenticeship of Observation on Pre-service Teachers’ Beliefs. English Teaching & Learning, 1-16. doi: 10.1007/s42321-019-00044-z
21. Cancino, M., & Díaz, G. (2020). Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach. Profile: Issues in Teachers´ Professional Development, 22(2), 115-130. doi:https://doi.org/10.15446/profile.v22n2.81152
22. Carabantes, L. &A. Paran (2018). “English language teaching in South America. Policy, preparation and practices, Lia D. Kamhi-Stein, Gabriel Díaz Maggioli, Luciana C. de Oliveira (Eds.), Multilingual Matters, Bristol & Blue Ridge Summit (2017).” System: 1-3.
23. Cárcamo, B. (2018). Types of listening comprehension promoted in the Chilean EFL textbook Global English. Colomb.appl. linguist. j., 20(1), pp. 49-61.
24. Cárcamo, B. (2020). Readability and types of questions in Chilean EFL high school textbooks. TESOL Journal, 11(2).  https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.498
25. Cárcamo, B. (2020). Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal. Profile: Issues in Teachers´ Professional Development, 22(2), 211-222. doi:https://doi.org/10.15446/profile.v22n2.79924
26. Cárdenas-Claros, M. (2020). Spontaneous links between help option use and input features that hinder second language listening comprehension, System. doi: https://doi.org/10.1016/j.system.2020.102308.
27. Cárdenas-Claros, M. S. (2020). Conceptualizing feedback in computer-based L2 language listening. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2020.1774615
28. Cárdenas-Claros, M., Puentes-Dassonvalle, K., Cáceres-Ramírez, B., Aliaga-Vivar, C., Ríos-Cittadini, M., & Rodríguez-Arias, P. (2020). Including technology-enhanced listening in your language lessons: a handbook for EFL contexts. Pontificia Universidad Católica de Valparaíso. Viña del Mar, Chile. https://www.researchgate.net/publication/341489783_Including_technology-enhanced_listening_in_your_language_lessons_A_handbook_for_EFL_contexts#pfc
29. Cárdenas-Moncada, C., Véliz-Campos, M., & Véliz, L. (2020). Game-Based Student Response Systems: The Impact of Kahoot in a Chilean Vocational Higher Education EFL Classroom. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 21(1), 64-78. http://callej.org/journal/21-1/Cardenas-Veliz-Veliz2020.pdf?fbclid=IwAR1Gd3MEj3sxfTqhBB3_d2Lsmw-msnSqmpi_6XzqEX7QWv_wr9n5JuoDaGc
30. Cautín-Epifani, V., Arellano Arellano, R., Pezoa Tudela, R., & Gladic Miralles, J. (2020). Creencias docentes de profesores en formación sobre el aprendizaje de la lectura en L2: bases teóricas y una propuesta de investigación. Estudios Pedagógicos, 46(1), 33-44. doi:10.4067/S0718-07052020000100033
31. Contreras, K., Arredondo, C., Díaz, C., Inostroza, M. J., & Strickland, B. (2020). Examining differences between pre- and in-service teachers’ cognition when lesson planning. System, 102240. doi:https://doi.org/10.1016/j.system.2020.102240
32. Contreras-Soto, A., Véliz-Campos, M., & Véliz, L. (2019). Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile. International Journal of Instruction, 12(1).
33. Cuitiño, J., Díaz, C. & Otárola, J. (2019). Promoción de la fluidez y precisión oral en inglés a través del role play. Cuadernos de Investigación Educativa, 10(1), 43-62. https://dx.doi.org/10.18861/cied.2019.10.1.2880
34. Darwin, S. & M. Barahona (2018). “Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs.” Educational Action Research: 1-17.
35. De la Barra, E., Veloso, S., & Maluenda, L. (2018). Integrating Assessment in a CLIL-Based Approach for Second-Year University Students. Profile: Issues in Teachers’ Professional Development, 20(2), 111-126. https://doi.org/10.15446/profile.v20n2.66515
36. De la Barra, E., & Carbone, S. (2020). Bridging Inequality: Cooperative Learning Through Literature in Two Vulnerable Schools in Santiago. Profile: Issues in Teachers´ Professional Development, 22(2), 49-63. doi:https://doi.org/10.15446/profile.v22n2.81384
37. Dissington, P. A. (2018). Addressing the problem of negative lexical transfer errors in Chilean university students. Profile: Issues in Teachers’ Professional Development, 20(1), 25-40. https://doi.org/10.15446/profile.v20n1.64911.
38. Farías, M., & Véliz, L. (2019). Multimodal texts in Chilean English teaching education: Experiences from educators and pre-service teachers. Profile: Issues in Teachers’ Professional Development, 21(2), 13-27. https://doi.org/10.15446/profile.v21n2.75172
39. Gilliland, B., Pavez, K., & Muñoz, A. (2019). E-portfolios scaffold English language teacher development in Chile. In D. Barr, E. Bañados, & A. Gimeno (Eds.), WorldCALL 2018 Conference Proceedings (pp. 26-29). Concepción, Chile: Universidad de Concepción. http://worldcall5.org/images/WorldCALL_2018_Proceedings_compressed.pdf 
40. Glas, K., Tapia Carrasco, P., & Miralles Vergara, M. (2019) Learning to foster autonomous motivation – Chilean novice teachers’ perspectives. Teaching and teacher education. 84(2).pp.44-56.https://doi.org/10.1016/j.tate.2019.04.018
41. Gomez Burgos, E., & Sandoval Molina, S. (2020). University Students’ Attitudes Towards EFL: A Case From the South of Chile. Profile: Issues in Teachers´ Professional Development, 22(1), 43-56.
42. Inostroza, MJ. (2018). Chilean young learners’ perspectives on their EFL lesson in primary schools. Revista Actualidades Investigativas de Educación. 18(1), pp.1-20. DOI: https://doi.org/10.15517/aie.v18i1.31323
43. Körkkö, M., S. Morales Rios & O. Kyrö-Ämmälä (2019) Using a video app as a tool for reflective practice, Educational Research, DOI: 10.1080/00131881.2018.1562954
44. Lizasoain, A. (2019). Reconstrucción discursiva de la identidad de una profesora universitaria e incorporación a su comunidad de práctica. Logos: Revista de Lingüística, Filosofía y Literatura, 29(2), 238-253. DOI: 10.15443/RL2920 [accessed Dec 02 2019].
45. Martin, A. & Rosas-Maldonado, M. (2019). ‘Nothing to Do with Reality’: English Teachers’ Perceptions of their Methods Preparation. Mextesol Journal, 43(3)http://www.mextesol.net/journal/index.php?page=journal&id_article=11942
46. Montaño Gonzalez, J., & Cancino, M. (2020). Exploring the Relationship between Language Learning Strategies and Self-efficacy of Chilean University EFL Students 1. MEXTESOL Journal, 44(2), 1–16. http://mextesol.net/journal/public/files/a334ae33e6742db9b3bd687a4540b890.pdf
47. Morales, S. & Silva, G. (2020). Evaluating reflection and language proficiency through video journals. In S. Mavridi & V. Saumell (Eds.), Digital Innovations and Research in Language Learning. UK: IATEFL, LTSIG.
48. Morales, S., Flores, S., Trajtemberg, C. (2019). Promoting pre-service teachers’ inquiry skills in an ed. model. In C.N.Giannikas, E. Kakoulli Constantinou & S. Papadima-Sophocleous (Eds), Professional development LL: a selection of papers (pp.39-53). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.28.869
49. Ortiz-Neira, R. A. (2019). The impact of information gap activities on young EFL learners’ oral fluency. Profile: Issues in Teachers’ Professional Development, 21(2), 113-125. https://doi.org/10.15446/profile.v21n2.73385.
50. Pardo Contreras, N. (2020). Curricular innovation in some technical high school 11th grade EFL classes in Chile. In Banegas, D et al (Eds). (2020). Horizontes 1: ELT teacher research in Latin America. Faversham: IATEFL.
51. Ranjan, R., Philominraj, A., & Kumar, G. (2019). RELATIONSHIP BETWEEN METACOGNITIVE LEARNING STRATEGIES AND PROFICIENCY IN EFL CLASSROOM IN CHILE. Humanities & Social Sciences Reviews, 7(6), 938-945. https://doi.org/10.18510/hssr.2019.76140
52. Saavedra Saavedra, L. and Yáñez Monje, V. (2020). The Use of Multiple Intelligence Based Activities to Reduce Students’ Foreign Language Classroom Anxiety While Adapting to a Bilingual System. Humanising Language Teaching. 22(3). Retrieved from https://www.hltmag.co.uk/june2020/use-of-multiple-intelligence-based-activities
53. Saavedra-Jeldres, P. A., & Campos-Espinoza, M. (2019). Chilean pre-service teachers’ perceptions towards benefits and challenges of efl writing portfolios. Profile: Issues in Teachers’ Professional Development, 21(2), 79-96. https://doi. org/10.15446/profile.v21n2.73116.
54. Saavedra-Jeldres, P. A., & Campos-Espinoza, M. (2020). Developing Writing and Reflective Skills of First Year Student-Teachers in Chile. In Banegas, D. (ed). Content Knowledge in English Language Teacher Education International Experiences. London: Bloomsbury. pp.169-184
55. Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 1. DOI: 10.1111/lang.12283
56. Sato, M., & Storch, N. (2020). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research. https://doi.org/10.1177/1362168820923582
57. Sato, M., McDonough, K. (2020).Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset, System, doi: https://doi.org/10.1016/j.system.2020.102301
58. Sepulveda-Escobar, P. & Morrison, A. (2020) Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities, European Journal of Teacher Education, DOI: 10.1080/02619768.2020.1820981
59. Smith, R. & Rebolledo, P. (2018). A Handbook for Exploratory Action Research. London: The British Council.
60. Storch N, & Sato M. (2019). Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective. Int J Appl Linguist. 2019;1–20. https://doi.org/10.1111/ijal.12263
61. Telles Quezada, N., Inostroza Araos, M.-J., & Rosas-Maldonado, M. (2019). Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers’ Lesson Planning. HOW Journal, 26(2), 88-105. https://doi.org/10.19183/how.26.2.498
62. Toledo-Sandoval, F. (2020) Local culture and locally produced ELT textbooks: How do teachers bridge the gap?, System,  https://doi.org/10.1016/j.system.2020.102362
63. Ubilla-Rosales, L., Gómez-Álvarez, L., Sáez-Carrillo, K.; Etchegaray Pezo, P. (2020). Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self-assessment. Íkala, Revista de Lenguaje y Cultura, 25(2), 307-327. http://doi.org/10.17533/udea.ikala.v25n02a10
64. Vásquez Carrosa, C., Rosas-Maldonado, M. & Martin, A. (2019). Novice EFL Teacher Perceptions on their Past Mentoring Experience. Revista Educación, 43(2). Retrieved from https://revistas.ucr.ac.cr/index.php/educacion/article/view/34178
65. Veliz, L. & M. Veliz-Campos. (2018). An interrogation of the role of critical thinking in English language pedagogy in Chile, Teaching in Higher Education, DOI: 10.1080/13562517.2018.1456424
66. Villa, S. (2019). Preparación en evaluación de idiomas en chile. ¿Qué nos ofrecen las universidades chilenas? Cuadernos de Educación. 88. Pp.1-11. http://mailing.uahurtado.cl/cuadernosdeeducacion/82/documentos/apoyo_docente_82.pdf
67. Walper, K. (2019). “An exploration of Chilean EFL teachers’ interactional practices in feedback provision”. En Galhano, I.; Galvão, E.; Cruz, A. (Eds.). Recent perspectives on gesture and multimodality. New York: Cambridge Scholars Publishing. Pp.19-30
68. Yilorm, Y., Acosta, H., & Martinez, E. (2019). Desarrollo de la habilidad comprensión auditiva de la lengua inglesa en estudiantes socialmente vulnerables. Revista digital ATENAS. Vol.I, N°. 33, p. ISSN: 1682-2749. https://atenas.reduniv.edu.cu/index.php/atenas/article/view/442/7112