Research on Language Teaching and Learning: Advances and Projection
In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our researc...
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| 主要な著者: | , , , , , , , |
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| フォーマット: | Online |
| 言語: | 英語 |
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Universidad Católica Luis Amigó
2021
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| オンライン･アクセス: | https://directory.doabooks.org/handle/20.500.12854/71819 |
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| _version_ | 1869517372858040320 |
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| author | Abad, José Vicente Vanegas Rojas, Marlon Peláez Henao, Oscar Jaramillo Valencia, Bairon Uribe, Claudia María Betancur, Jair Alejandro Jaramillo, Diana Marcela Restrepo Bolivar, Erika |
| author_browse | Abad, José Vicente Betancur, Jair Alejandro Jaramillo Valencia, Bairon Jaramillo, Diana Marcela Peláez Henao, Oscar Restrepo Bolivar, Erika Uribe, Claudia María Vanegas Rojas, Marlon |
| author_facet | Abad, José Vicente Vanegas Rojas, Marlon Peláez Henao, Oscar Jaramillo Valencia, Bairon Uribe, Claudia María Betancur, Jair Alejandro Jaramillo, Diana Marcela Restrepo Bolivar, Erika |
| author_sort | Abad, José Vicente |
| collection | Directory of Open Access Books |
| description | In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors.
The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice.
Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction.
This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community. |
| format | Online |
| id | doab-20.500.12854ir-71819 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Universidad Católica Luis Amigó |
| publisherStr | Universidad Católica Luis Amigó |
| record_format | ojs |
| spelling | doab-20.500.12854ir-718192024-03-24T21:09:03Z Research on Language Teaching and Learning: Advances and Projection Abad, José Vicente Vanegas Rojas, Marlon Peláez Henao, Oscar Jaramillo Valencia, Bairon Uribe, Claudia María Betancur, Jair Alejandro Jaramillo, Diana Marcela Restrepo Bolivar, Erika Fondo Editorial Universidad Católica Luis Amigó José Vicente Abad Language Teaching Language Learning Language Teacher Education Academic Performance Literacy Language Policy Teacher Identity Research Training Teacher research thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACB English thema EDItEUR::4 Educational purpose qualifiers::4L For language learning courses and examinations::4LE For ELT / ESL learning, courses, examinations and certificates In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community. Published In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community. 2021-09-06T13:20:34Z 2021-09-06T13:20:34Z 2021-08-16 book 9789588943701 https://directory.doabooks.org/handle/20.500.12854/71819 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International https://www.funlam.edu.co/modules/fondoeditorial/category.php?categoryid=27 https://www.funlam.edu.co/modules/fondoeditorial/item.php?itemid=691 Universidad Católica Luis Amigó 10.21501/9789588943701 In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community. 10.21501/9789588943701 56ec997e-3643-4b7b-80ed-80ec894ef7bd 9789588943701 195 Medellín, Antioquia, Colombia open access |
| spellingShingle | Language Teaching Language Learning Language Teacher Education Academic Performance Literacy Language Policy Teacher Identity Research Training Teacher research thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACB English thema EDItEUR::4 Educational purpose qualifiers::4L For language learning courses and examinations::4LE For ELT / ESL learning, courses, examinations and certificates Abad, José Vicente Vanegas Rojas, Marlon Peláez Henao, Oscar Jaramillo Valencia, Bairon Uribe, Claudia María Betancur, Jair Alejandro Jaramillo, Diana Marcela Restrepo Bolivar, Erika Research on Language Teaching and Learning: Advances and Projection |
| title | Research on Language Teaching and Learning: Advances and Projection |
| title_full | Research on Language Teaching and Learning: Advances and Projection |
| title_fullStr | Research on Language Teaching and Learning: Advances and Projection |
| title_full_unstemmed | Research on Language Teaching and Learning: Advances and Projection |
| title_short | Research on Language Teaching and Learning: Advances and Projection |
| title_sort | research on language teaching and learning advances and projection |
| topic | Language Teaching Language Learning Language Teacher Education Academic Performance Literacy Language Policy Teacher Identity Research Training Teacher research thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACB English thema EDItEUR::4 Educational purpose qualifiers::4L For language learning courses and examinations::4LE For ELT / ESL learning, courses, examinations and certificates |
| topic_facet | Language Teaching Language Learning Language Teacher Education Academic Performance Literacy Language Policy Teacher Identity Research Training Teacher research thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACB English thema EDItEUR::4 Educational purpose qualifiers::4L For language learning courses and examinations::4LE For ELT / ESL learning, courses, examinations and certificates |
| url | https://directory.doabooks.org/handle/20.500.12854/71819 |
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