Adriana Cuevas

  1. Bustos, M. Cuevas, A. & Panqueva, M. (2010). Un Caso de Gestión de la Comunicación y la Información en la PYME Manufacturera de Calzado Chiquitines.  Disponible en: http://www.scielo.org.co/pdf/ean/n69/n69a11.pdf
     
  2. Correal, M. et al. (2008) El Lenguaje y la Comunicación en los Procesos Organizacionales de la Empresa. Revista EAN (62)pp. 141-154. Disponible en: https://www.redalyc.org/articulo.oa?id=20611457010

Alba Olaya

  1. Gómez, L., & Olaya, A. (2013). Exploring EFL Pre-Service Teachers' Experience with Cultural Content and Intercultural Communicative Competence at Three Universities in Bogotá. Profile Journal. Issues in Teachers' Professional Development, XV(2), 49-67. ISSN 1657-0790. https://bit.ly/3uyhvtL
     
  2. Vera E, Pérez D, and Olaya A. (2010). Hacia una Perspectiva de Desarrollo Profesional Mediado por TIC para Docentes de Inglés. Universidad Pedagógica Nacional. Fondo Editorial. https://bit.ly/3vqtuL2

Alejandro McNeil

  1. Cárdenas, A., McNeil, A, y Malaver, R. (2012). Comprensión, Sentido y Pedagogía. Colombian Applied Linguistics Journal, (14), 146.162. https://www.redalyc.org/pdf/3057/305726043010.pdf
     
  2. McNeil, A. y Malaver, R. (2010). Lenguaje, Argumentación y Construcción de Identidad. Revista Folios, (31), 123. 132. https://doi.org/10.17227/01234870.31folios123.132
     
  3. Torres, H. Malaver, R. y McNeil, A. Borges y la Poesía Expresionista Alemana. En Revista Reflexiones, Vol. 1, Enero 2008 – 2009. ISSN Nº 2011-5768 Bogotá: Universidad Libre de Bogota. shorturl.at/wzPSU
     
  4. Torres H., León, E. C., Malaver, R. y McNeil, A. (2007). Consideraciones Básicas para el Desarrollo de Ambientes Virtuales de Formación para Apoyar la Presencialidad en Programas de Educación en el Nivel de Pregrado. Revista Interacción, Vol. 7). Bogotá: Universidad Libre. shorturl.at/gizKV
     
  5. McNeil, A. et Al. (2007). Breaking through. Student Book 2. Bogotá – Editora Guadalupe – Universidad Pedagógica Nacional
     
  6. McNeil, A. et Al. (2007). Breaking through. Workbook 1. Bogotá – Editora Guadalupe – Universidad Pedagógica Nacional
     
  7. McNeil, A. y Peláez, C. (2006)."Technological Mediations for the Development of Self-Directed Learning: Frequently Asked Questions about the Ongoing Research Project" en Revista Interaccion - v.6 fasc. p.47 – 58, ISSN: 1657-7531, Bogotá: Universidad Libre de Bogota
     
  8. McNeil, A. y Peláez, C. (2005)."L´Autonomie en Classe de FLE: En Route pour L'Aventure". en Revista Interaccion v.5 fasc. p.27 - 34- ISSN: 1657-7531, Bogotá: Universidad Libre de Bogotá
     
  9. Vera -Rodríguez, Esperanza y McNeil, Alejandro (2004). Dos Propuestas Metodológicas Hipermediales para Mejorar la Comprensión Auditiva en Inglés. Revista Folios, (19), 103.110. https://doi.org/10.17227/01234870.19folios103.110
     

Ana Aguirre

  1. Castañeda, J. & Aguirre. A.  (2018) Pre-Service English Teachers' Voices about the Teaching Practicum. Revista HOWVol. 25, No. 1, January/June 2018, ISSN 0120-5927. Bogotá, Colombia. Pages: 156-173 https://bit.ly/3yAc40x


Angélica Meza

  1. Meza, A., Rodríguez, I., and Caviedes, L. (2021). Fostering EFL Preservice Teachers' Academic Writing Skills Through Reflective Learning. Profile: Issues Teach. Prof. Dev., Vol. 23 No. 1, Jan-Jun, 2021. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 89-106 https://files.eric.ed.gov/fulltext/EJ1284182.pdf

 

Diego Ubaque

  1. Ubaque, D. y Castañeda, H. (2021). "I'm Here and I Am Queer." Queer Teacher Identities in ELT.A Colombian Study https://bit.ly/3bTSuCs
     
  2. Ubaque-Casallas, D. F., & Aguirre-Garzón, E. (2020). Re-Signifying Teacher Epistemologies through Lesson Planning: A Study on Language Student Teachers. Profile: Issues in Teachers' Professional Development, 22(2), 131–144. https://revistas.unal.edu.co/index.php/profile/article/view/80687
     
  3. Ubaque, D. & Castañeda, H. (2020) Non-Normative Corporalities: Transgender/Blind Identity in an English as a Foreign Language Student Teacher. HOW Journal Vol 27, No. 2, July/December 2020–ISSN 0120-5927. Bogotá, Colombia. Pages: 13-30 https://www.howjournalcolombia.org/index.php/how/article/view/548
     
  4. Ubaque, D. F., & Pinilla F. (2018). Exploring two EFL Teachers' Narrative Events Regarding Vocabulary Teaching and Learning. HOW, 25 (2), 129-147. https://doi.org/10.19183/how.25.2.400
     
  5. Ubaque, D., Castañeda, H. & Aguirre, E. (2018). Know Now Achieving Skills, Preparing for Life. en: Colombia 2018.  Ed: Secretaría de Educación, BOG.  ISBN: 978-958-99799-7-6  v. pags. Know now : achieving skills, preparing for life (educacionbogota.edu.co)
     
  6.  Ubaque, D., & Castañeda, H. (2017). Teacher Research: Uncovering Professional Identities and Trajectories of Teacher-Researchers through Narrative Research. A Colombian Case. International Education Studies, 10 (3), 35-45. doi: https://doi.org/10.5539/ies.v10n3p35
     
  7. Ubaque, D. (2017). Teacher Research: Exploring Teachers' Personal Epistemology through Narrative Lens. A Colombian Case. English Language Teaching, 10(10), 1-10. doi:10.5539/elt.v10n10p. http://www.ccsenet.org/journal/index.php/elt/article/view/70550
     
  8. Ubaque, D., & Pinilla, F. (2016). Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom. PROFILE Issues in Teachers' Professional Development, 18(2), 111-123. doi: http://dx.doi.org/10.15446/profile.v18n2.53314
     
  9. Ubaque, D. (2015). Life Stories: A Way to Explore Language Learners' Narrative Experiences and Identities in an EFL Context. Folios Journal, 1(43), 153 - 164. doi: http://dx.doi.org/10.17227/0123487043folios153.164

 

Eliana Garzón Duarte

  1. Garzón Duarte, E. (2021). Identity negotiation through the lens of language rights: Refugee and migrant children and youths in MissionPlace*, Budapest.[Doctoral dissertation].University of Szeged. http://doktori.bibl.u-szeged.hu/id/eprint/10966/

  2. Méndez Rivera, P., Garzón Duarte, E., Noriega Borja, R., Rodríguez Motavita, F., & Osorio Junca, G. (2020). English Teacher: Subjetividad e Inglés en Bogotá. Bogotá, Colombia: Editorial UD.

  3. Garzón Duarte, E. (2020) Student-Teachers' practicum as the scenario to build cumulative learning through semantic waving instructional models. Open Journal of Social Sciences, 8, 77–88. doi: 10.4236/jss.2020.82007

  4. Garzón Duarte, E. (2020).Afirmación de subjetividades de los profesores de inglés en Colombia a partir de sus discursos de resistencia [English teachers' affirmation of subjectivities based on their resisting discourses]. Acta Hispánica Supplementum II, 847–858. doi: 10.14232/actahisp.2020.0.847-858

  5. Garzón Duarte, E., & Posada Ortiz, J. (2020). EFL learners from Hungary and EFL pre-service teachers from Colombia: a narrative research on imagined identities. Colombian Applied Linguistics Journal, 22(1), 87–100. Bogotá, Colombia: Universidad Distrital Francisco José De Caldas. doi: 10.14483/22487085.17046
     
  6. Garzón Duarte, E. (2020). Love in the Time of Cholera: Latent love depictions within a treatise of courtly Love. International Journal of Language and Literary Studies, 2(2), 96–108. doi: 10.36892/ijlls.v2i2.232
     
  7. Castañeda-Peña, H., Garzón-Duarte, E., Posada-Ortiz, J., Marciales Vivas G., Cabra-Torres, & Barbosa-Chacón, J. (2019). Arquitecturas de Práctica y Second Life: Formación Docente en Ambientes Educativos en Línea [Practice Architectures and Second Life: Initial Teacher Education in Online Educational Environments]. Bogotá, Colombia: Editorial UD.
     
  8. Méndez, P., Garzón, E., & Noriega, R. (2019). English teachers' subjectivities: Contesting and resisting must-be discourses. English Language Teaching, 12(3), 65–76. doi: 10.5539/elt.v12n3p65
     
  9. Posada Ortiz, J., & Garzón Duarte, E. (2019). Autobiographies: A Tool to Depict English Language Learning Experiences. GIST – Education and Learning Research Journal, (18), 161–179. doi: 10.26817/16925777.447
     
  10. Garzón Duarte, E. (2018). ¿Marcar o superar fronteras? Estudio de construcción de identidad de profesores colombianos en escuelas públicas de Estados Unidos [Setting or overcoming boundaries? Identity construction study of Colombian teachers in public schools in the United States]. Acta Hispánica, 23, 287–294. doi: 10.14232/actahisp.2018.23.287-294
     
  11. Calderón Rodríguez, A., Castro Montaño, J., & Garzón Duarte, E. (2018). The three P's appropriateness as basic elements of human development in the school community (Final project report form Batch 20, Colombia). Child Rights Institute at Lund University. http://www.globalcrconline.org/userfiles/Modules/Archive/Documents/Colombia%20Batch%2020%20-%20Published%20Report.pdf
     

  12. Garzón Duarte, E., Méndez López, A., Rodríguez Motavita, F., & Osorio Junca, G. (2016). Manifestaciones Artísticas de Docentes de Inglés en Formación, a partir de la Literatura [Artistic Expressions of English Pre-service Teachers based on Literature]. Bogotá, Colombia: Editorial UD.
     

Jairo Castañeda

  1. Castañeda, J. & Aguirre. A.  (2018) Pre-Service English Teachers' Voices about the Teaching Practicum. Revista HOWVol. 25, No. 1, January/June 2018, ISSN 0120-5927. Bogotá, Colombia. Pages: 156-173 https://bit.ly/3yAc40x


Julia Posada

  1. Posada, J & Patiño, L (2007). A Study of the English Teaching Practice at a Language Institute.   Colombian Applied Linguistics Journal. Number 9, pp 126 – 143. Retrieved http://www.scielo.org.co/pdf/calj/n9/n9a07.pdf
     
  2. Posada, J (2006) Evaluating Students' Autonomous Learning Through their Uses of a Self-Access Centre. Colombian Applied Linguistics Journal. Number 8, pp 53 – 73. Retrieved from: http://www.scielo.org.co/pdf/calj/n8/n8a04.pdf    
     
  3. Posada, J. (2004) Affirming Diversity through Reading. Colombian Applied Linguistics Journal. Number 6, pp. 92-105. Retrieved from: http://www.scielo.org.co/pdf/calj/n6/n6a05.pdf
     

Maura Diaz

  1. Díaz, M. & Cancino, Y. (2018). Didácticas en los Procesos de Enseñanza de Inglés para Trabajo Social. Obtenido en: https://bit.ly/34iKHKv

 

Pilar Méndez

  1. Méndez Rivera, P., Garzón Duarte, E., & Noriega Borja, R. (2019). English Teachers' Subjectivities: Contesting and Resisting Must-be Discourses.Canadian Center of Science and Education, XII(3), 65-76. ISSN 1916-4742 https://bit.ly/2Svri6i
     
  2. Méndez, P. (2018). Schoolteachers' Resisted Images: Facing Stereotypes and Affirming Identities. International Education Studies, XI (5), 100-109. ISSN 1913-9020 Microsoft Word - Layout-IES-p100 (ed.gov)
     
  3. Méndez Rivera, P. (2018). Problematizing English Language Teachers' Subject Constitution. En ELT Local Research Agendas I (págs. 203-220). Colombia: Universidad Distrital Francisco José de Caldas. ISBN 978-958-787-055-8 https://bit.ly/3hTPz0D
     
  4. Méndez, P. (2016). Constitución de Sujeto Maestro en Prácticas de Resistencia en Colombia. Enunciación, 21(1), 15-30 URL: http://revistas.udistrital.edu.co/ojs/index.php/enunc/article/view/10027/11749
     
  5. Méndez, P. & Bonilla, X. (2016). Diseño, Implementación y Evaluación de Prácticas Pedagógicas en un Programa de Licenciatura con Énfasis en Inglés. Colombian Applied Linguistics Journal, 18 (2), pp. 49-66. URL: https://goo.gl/YubgRY
     
  6. Méndez, P. (2014). El Estatuto del Maestro. Revista Colombiana de Educación. 67, pp. 67-88. URL: https://goo.gl/TThfZp
     
  7. Méndez, P. (2012). Discurso: Espacio para la Constitución del Sujeto. Colombian Applied Linguistics Journal, 14 (1), pp. 180-193. URL: https://goo.gl/ZAQTn9
     

Rigoberto Castillo

  1. Castillo, R. (2020). A Backward Design Approach to Syllabus Design for English Language Proficiency Development. Revista Electronica TicALS – ISSN: 2463-0624 – Vol.1, No.6  http://als.edu.co/revistaticals/index.php/ticals/article/view/135/57
     
  2. Castillo, R. & Flórez, L. (2020) Hard-of-Hearing Individuals' Narratives of Inclusion and Exclusion of their Schooled EFL Learning.  HOW Journal Vol 27, No. 2, July/December 2020–ISSN 0120-5927. Bogotá, Colombia. Pages: 31-50 https://howjournalcolombia.org/index.php/how/article/view/569
     
  3. Castillo, R. S. Rodríguez-Orjuela y A. Villamizar (2019). Elementary Math Instruction for Bilingual Education Majors: An Intersection of Pedagogies.Revista Ticals. Vol. 1 Núm. 5. https://bit.ly/2IFjvdQ
     
  4. Castillo, R., E. Silva and L. Sanabria. (2018). Task-Supported Teaching to Promote Oral Fluency. GIST Education and Learning Research Journal. No. 17.  https://bit.ly/39MZMF1
     
  5. Castillo, R., N. Gabalo y N. Segura. (2018). Stand Up to Children's Rights: An Exercise in Listening in English as a Foreign Language. In M. Freeman (Ed). Children's Rights: New Issues, New Themes, New Perspectives. Leiden & Boston. Brill Nijhoff.197-223. https://bit.ly/38E9W9O
     
  6. Castillo, R., M.C. Garay A. & P. Segura-Soto. (2017).A Ludic and Cultural Space for Beginner English Learners: Studying the Hippie Movement Songs and Lyrics. Revista Papeles, 9 (18), 11-20. https://bit.ly/2xxXED2
     
  7. Castillo, R. (2017). Changing the Course: Interpreting and Structuring Scientific Texts Aided by ICT. Latin American Journal of Content and Language Integrated Learning, 10 (2), 245-270.  https://bit.ly/33dsjkF
     
  8. Castillo, R. & Pineda-Puerta, A. (2016). The Illusion of the Foreign Language Standard in a Colombian University. Latin American Journal of Content and Language Integrated Learning. 9 (2), 426-450. https://bit.ly/3aVEVzP
     
  9. Castillo, R. and N. V. Grande (2015). Colombia's Caribbean Cultural Representations for Russian Campers: An Experience in Interculturality. Revista Horizontes Pedagógicos.  Vol. 17 No. 2.  39-52.                 https://bit.ly/2TXLnzn
     
  10. Castillo, R. (2014). Teaching and Learning another Language Strategically.  Bogotá Universidad Distrital, Francisco José de Caldas. Doctorado Interinstitucional en Educación.  https://bit.ly/2U1tsrj
     
  11. Castillo, R., & Rojas, M. del P. (2014). Sensitizing Young English Language Learners towards Environmental Care. GIST Education and Learning Research Journal, (9 JUL-DEC), 179-195.  https://bit.ly/2W6NFid
     

Yeraldine Aldana

  1. Aldana, Y. (2021). Possible Impossibilities of Peace Construction in ELT: Profiling the Field.HOW Journal, 28 (1), 141-162. https://doi.org/10.19183/how.28.1.585
     

Yolanda Samacá

  1. Samacá, Y. (2018). Delving into Pre-service Teachers, Cooperating Teachers and University Mentors' Positionings in the Initial English Teaching Practicum. Disponible en: https://bit.ly/3fMQUDM