Adriana Cuevas

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

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

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


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

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

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

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. https://issuu.com/amcneilf/docs/torres__herly__le_n__e._c.__malaver__r._y_mcneil__

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

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: 156-173https://bit.ly/3yAc40x

Angélica Meza

Meza, A. (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

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

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

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

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

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)

 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

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

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

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

Jairo Castañeda

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: 156-173https://bit.ly/3yAc40x

Julia Posada

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

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    

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

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

 

Pilar Méndez

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

 

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)

 

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

 

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

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

Méndez, P. (2014). El Estatuto del Maestro. Revista Colombiana de Educación. 67, pp. 67-88. URL: https://goo.gl/TThfZp

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

Castillo, R. (2020). A Backward Design Approach to Syllabus Design for English Language Proficiency Development. Revista Electronica TicALS – ISSN: 2463-0624 – Vol.1, No. 6http://als.edu.co/revistaticals/index.php/ticals/article/view/135/57

 

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

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

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

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

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

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

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

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

Castillo, R. (2014). Teaching and Learning another Language Strategically.  Bogotá Universidad Distrital, Francisco José de Caldas. Doctorado Interinstitucional en Educación.  https://bit.ly/2U1tsrj

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

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

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