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Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy

Frank Giraldo

35-61

Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

Frank Giraldo

78-92

Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

Wilder Yesid Escobar Alméciga, Reid Evans

94-111

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

Héctor Alejandro Galvis

107-122

Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.

Juan Carlos Montoya-López, Ayda Vanessa Mosquera-Andrade, Oscar Alberto Peláez-Henao

51-72

Reading Logs and Literature Teaching Models in English Language Teacher Education

Ornella Ochoa Delarriva, Enrique Alejandro Basabe

37-53

Profiling Academic Research on Language Teacher Identities

Yi-Fen Liu

119-140

Statistics for Classroom Language Assessment: Using Numbers Meaningfully

Frank Giraldo

135-155

The Use of Social Networks in L2 Instruction: Discussing its Opportunities and Obstacles

Perla Villegas-Torres

173-193

The Socialization of a Novice Teacher of English: Becoming an Agent of Change

Claudia Patricia Mesa Villa

83-100

Fostering Autonomy Through Syllabus Design: A Step-by-Step Guide for Success

Alexánder Ramírez Espinosa

114-134

More Than Half a Century Teaching EFL in Colombian secondary schools: Tracing Back Our Footprints to Understand the Present

Jesús Alirio Bastidas

10-26

The Language Portfolio as a Self-Assessment Mechanism in an English Course Aimed at Fostering Senior Students’ Autonomy

Carlos Cárdenas Espitia

109-132

Othering: Towards a Critical Cultural Awareness in the Language Classroom

Sthephanny Moncada Linares

129-146

Using SFL as a Tool for Analyzing Students’ Narratives

Doris Correa, Camilo Domínguez

112-133

Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers

Doris Correa, Sandra Echeverri

44-62

Tracking the Path of Communities of Inquiry in TEFL: A Literature Review

Darlene González Miy, Luz Edith Herrera Diaz

80-94

An Approach from Formative to Constructive Evaluation through an Autonomous Learning Process

Marcela Del Campo, Martha Isabel Bonilla, Luz Stella Ahumada

145-163

Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

Jahir Aguirre Morales, Bertha Ramos Holguín

169-197

A Radio Program: a Strategy to Develop Students’ Speaking and Citizenship Skills

María Fernanda Jaime Osorio, Mabel Catalina Caicedo Muñoz, Iván Camilo Trujillo Bohórquez

8-33

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