| 000 | 05779naaaa2200493uu 4500 | ||
|---|---|---|---|
| 001 | https://directory.doabooks.org/handle/20.500.12854/71819 | ||
| 005 | 20220220091459.0 | ||
| 020 | _a9789588943701 | ||
| 020 | _a9789588943701 | ||
| 024 | 7 |
_a10.21501/9789588943701 _cdoi |
|
| 041 | 0 | _aEnglish | |
| 042 | _adc | ||
| 072 | 7 |
_aE _2bicssc |
|
| 100 | 1 |
_aAbad, José Vicente _4auth |
|
| 700 | 1 |
_aVanegas Rojas, Marlon _4auth |
|
| 700 | 1 |
_aPeláez Henao, Oscar _4auth |
|
| 700 | 1 |
_aJaramillo Valencia, Bairon _4auth |
|
| 700 | 1 |
_aUribe, Claudia María _4auth |
|
| 700 | 1 |
_aBetancur, Jair Alejandro _4auth |
|
| 700 | 1 |
_aJaramillo, Diana Marcela _4auth |
|
| 700 | 1 |
_aRestrepo Bolivar, Erika _4auth |
|
| 700 | 1 |
_aFondo Editorial Universidad Católica Luis Amigó _4edt |
|
| 700 | 1 |
_aFondo Editorial Universidad Católica Luis Amigó _4oth |
|
| 245 | 1 | 0 | _aResearch on Language Teaching and Learning: Advances and Projection |
| 260 |
_aMedellín, Antioquia, Colombia _bUniversidad Católica Luis Amigó _c20210816 |
||
| 300 | _a1 electronic resource (195 p.) | ||
| 506 | 0 |
_aOpen Access _2star _fUnrestricted online access |
|
| 520 | _aIn 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. | ||
| 520 | _aIn 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. | ||
| 540 |
_aCreative Commons _fhttps://creativecommons.org/licenses/by-nc-nd/4.0/ _2cc _4https://creativecommons.org/licenses/by-nc-nd/4.0/ |
||
| 546 | _aEnglish | ||
| 650 | 7 |
_aEnglish language teaching (ELT) _2bicssc |
|
| 653 | _aLanguage Teaching | ||
| 653 | _aLanguage Learning | ||
| 653 | _aLanguage Teacher Education | ||
| 653 | _aAcademic Performance | ||
| 653 | _aLiteracy | ||
| 653 | _aLanguage Policy | ||
| 653 | _aTeacher Identity | ||
| 653 | _aResearch Training | ||
| 653 | _aTeacher research | ||
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://www.funlam.edu.co/modules/fondoeditorial/item.php?itemid=691 _70 _zDOAB: download the publication |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/71819 _70 _zDOAB: description of the publication |
| 999 |
_c78058 _d78058 |
||