The Role of HOW In Giving Visibility to English Teachers' Knowledge
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Abstract
The English language teaching community in Colombia has witnessed the emergence and consolidation of academic or scientific journals edited in the country to disseminate the results of teachers’ work. Although their efforts are generally valued, we do not have many studies concerning the life and implications of what is being published in those journals. This article aims to examine the role that the HOW journal, led by the Colombian Association of Teachers of English (ASOCOPI), has had in making visible the knowledge produced by teachers of English. Following the tenets of narrative inquiry, we present an account of the path of the journal in such an attempt. To do so, we have examined documentary evidence that is part of HOW editorial processes and the history of the journal, as portrayed in the celebration of the sixtieth anniversary of ASOCOPI and the records of the past ten years. We identify achievements in the editing process as well as in the inclusion of different voices and agendas along the journal’s trajectory. Finally, we highlight some opportunities to move forward as well as challenges we may face to ensure ASOCOPI’s journal sustainability and upgrade in national and international scenarios.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
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