Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés

Autores:: Cruz Arcila, Ferney
Donoso-Herrera, Lizeth
Moreno-García, Nohora Patricia
Ayala Zárate, Jair

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
title	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
spellingShingle	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés Language-teaching Master’s degrees Research trends Enseñanza de lenguas Programas de maestría Tendencias investigativas Ensino de línguas Programas de mestrado Tendencias de pesquisa
title_short	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
title_full	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
title_fullStr	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
title_full_unstemmed	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
title_sort	Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés
dc.creator.fl_str_mv	Cruz Arcila, Ferney Donoso-Herrera, Lizeth Moreno-García, Nohora Patricia Ayala Zárate, Jair
dc.contributor.author.spa.fl_str_mv	Cruz Arcila, Ferney Donoso-Herrera, Lizeth Moreno-García, Nohora Patricia Ayala Zárate, Jair
dc.subject.none.fl_str_mv	Language-teaching Master’s degrees Research trends Enseñanza de lenguas Programas de maestría Tendencias investigativas Ensino de línguas Programas de mestrado Tendencias de pesquisa
topic	Language-teaching Master’s degrees Research trends Enseñanza de lenguas Programas de maestría Tendencias investigativas Ensino de línguas Programas de mestrado Tendencias de pesquisa
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-04-21 00:00:00 2026-04-16T17:41:19Z
dc.date.available.none.fl_str_mv	2024-04-21 00:00:00
dc.date.issued.none.fl_str_mv	2024-04-21
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	AlHarbi, A. (2019). Research Trends in the Field of TEFL at Saudi Universities: An Analytical Study for Selected MA Theses and Ph. D. Dissertations. Dirasat: Educational Sciences, 46(1), 634-647. Andrews, J., Holmes, P., Fay, R. & Dawson, S. (2019). Researching Multilingually in Applied Linguistics. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics. Routledge. https://doi.org/10.4324/9780367824471-7 Arismendi, F. A. & Colorado, D. (2015). La formation des enseignants de FLE en Colombie: Panorama et cas de l’Université d’Antioquia. Dialogues et cultures, 61, 44-61. Atmaca, Ç. & Ekşi, G. (2023). Research trends in English language teaching: A twenty years’ review of master theses and doctoral dissertations. Educational Academic Research, 48(1), 14-26. doi: 10.5152/AUJKKEF.2023.1035961 Bailey, A. & Corrales, K. (2020). Insight into Novice Research: A Critical Review of ELT Master’s Theses. MEXTESOL Journal, 44(4), n4. Bonilla-Medina, S. X. & Samacá-Bohórquez, Y. (2023). Disobedient ELT Research: Breaking the Rules, Finding Alternatives, Invoking Other Ontologies. In C. H. Guerrero (Ed.), Unauthorized Outlooks on Second Languages Education and Policies: Voices from Colombia (pp. 15-33). Springer International Publishing. Buendía, X. & Macías, D. (2019). The professional development of English language teachers in Colombia: a review of the literature. Colomb. Appl. Linguist. J., 21(1), 98-111. https://doi.org/10.14483/22487085.12966 Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press. Castañeda-Londoño, A., Samacá-Bohórquez, Y. & Posada-Ortiz, J. (2024). Three Decolonial Research Methodologies: Interrogating Qualitative Research in English Language Teaching Education. Folios, 59, 91-111. https://doi.org/10.17227/folios.59-17267 Crookes, G. (2013). Critical ELT in action: Foundations, promises, praxis. Routledge. Cruz-Arcila, F., Solano-Cohen, V., Rincón, A., Lobato Junior, A. & Briceño-González, M. (2022). Second language learning and socioeconomic development: Interrogating anglonormativity from the perspective of pre-service modern language professionals. Current Issues in Language Planning, 23(5), 466-487. https://doi.org/10.1080/14664208.2021.2006944 De Mejía, A. (2016). Teacher development for bilingual education in Colombia: Towards teacher empowerment. Estudios sobre Educación, 31, 15-35. DOI: 10.15581/004.31. Echeverri-Sucerquia, P. A. (2022). Scaffolding Conscientisation and Praxis in Critical Language Teacher Education. En L. Banegas, E. Edwards & L. Villacañas de Castro (Eds.) Professional Development through Teacher Research: Stories from Language Teacher Educators, 102, 135. Multilingual Matters. Flick, U. (2007). Introducción a la investigación cualitativa. Morata. Freire, P. (1972). Pedagogy of the Oppressed. (M. B. Ramos, Trans.). Harmondsworth, Penguin Books. Galatanu, O. (2007). Sémantique des « possibles argumentatifs » et axiologisation discursive. En D. Bouchard (Éd.), Représentation du sens linguistique II: Actes du colloque international de Montréal (2003) (pp. 313-325). Louvain-la-Neuve: De Boeck Supérieur. https://doi.org/10.3917/dbu.bouch.2007.01.0313 García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R. & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203-228. DOI: 10.1080/15427587.2021.1935957 González, L. (2010). Hacia una revolución francesa en la investigación sobre la didáctica del francés en Colombia. Signo y Pensamiento, 29(57), 496-504. http://www.scielo.org.co/scielo.phppid=S012048232010000200034&script=sci_arttext González de Pérez, M. S. (2010). Las lenguas indígenas de Colombia a vuelo de pájaro. Revista de lenguas indígenas y universos culturales, (7), 9-25. Guerrero-Nieto, C. H. & Quintero-Polo, Á. H. (2022). Contesting the hegemony of English in a country declared to be multilingual: The outcome of research with English language teachers in an in-service program. En N. Miranda, A. M. De Mejía & S. Valencia Giraldo (Eds.), Language Education in Multilingual Colombia: Critical Perspectives and Voices from the Field (pp. 248-263). Routledge. Granados-Beltrán, C. (2018). Revisiting the need for critical research in undergraduate Colombian English language teaching. HOW, 25(1), 174-193. https://doi.org/10.19183/how.25.1.355 Hernández Gaviria, F. & Berdugo-Torres, M. (2023). Nurturing language teacher education in Colombia from a multilingual perspective. En N. Miranda, A. M. De Mejía & S. Valencia Giraldo (Eds.), Language education in multilingual Colombia. Critical perspectives and voices from the field (pp. 232-247). Routledge. Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL quarterly, 50(1), 66-85. https://doi.org/10.1002/tesq.202 López-Pinzón, M., Ramírez-Contreras, O. & Vargas-Orozco, L. F. (2021). An Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from Stakeholders. GIST Education and Learning Research Journal, 22, 21-50. McKinney, C. (2016). Language and power in post-colonial schooling: Ideologies in practice. Routledge. Ortiz, M. & Borjas, B. (2008). La Investigación Acción Participativa: aporte de Fals Borda a la educación popular. Espacio abierto: cuaderno venezolano de sociología, 17(4), 615-627. Pennycook, A. (2010). Language as a local practice. Routledge. Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction. Routledge. Sierra Piedrahita, A. M. (2016). Contributions of a social justice language teacher education perspective to professional development programs in Colombia. PROFILE Issues in Teachers’ Professional Development, 18(1), 203-217. http://dx.doi.org/10.15446/profile.v18n1.47807 Valles, M. (1999). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Síntesis. Viáfara, J. & Largo, J. (2018). Colombian English teachers’ professional development: The case of master programs. Profile Issues in Teachers’ Professional Development, 20(1), 103-119. https://doi.org/10.15446/profile.v20n1.63323
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dc.relation.ispartofjournal.spa.fl_str_mv	Praxis & Saber
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dc.relation.citationedition.spa.fl_str_mv	Núm. 43 , Año 2024 : Investigación y pedagogía
dc.rights.none.fl_str_mv	Ferney Cruz Arcila, Lizeth Donoso Herrera, Nohora Patricia Moreno García, Jair Ayala Zárate - 2024
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spelling	Cruz Arcila, FerneyDonoso-Herrera, LizethMoreno-García, Nohora PatriciaAyala Zárate, Jair2024-04-21 00:00:002026-04-16T17:41:19Z2024-04-21 00:00:002024-04-212216-0159https://repositorio.uptc.edu.co/handle/001/2134310.19053/uptc.22160159.v15.n43.2024.172762462-8603https://doi.org/10.19053/uptc.22160159.v15.n43.2024.17276application/pdftext/htmlapplication/epub+ziptext/xmlUniversidad Pedagógica y Tecnológica de ColombiaFerney Cruz Arcila, Lizeth Donoso Herrera, Nohora Patricia Moreno García, Jair Ayala Zárate - 2024https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/17276Language-teachingMaster’s degreesResearch trendsEnseñanza de lenguasProgramas de maestríaTendencias investigativasEnsino de línguasProgramas de mestradoTendencias de pesquisaTendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del InglésArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85AlHarbi, A. (2019). Research Trends in the Field of TEFL at Saudi Universities: An Analytical Study for Selected MA Theses and Ph. D. Dissertations. Dirasat: Educational Sciences, 46(1), 634-647.Andrews, J., Holmes, P., Fay, R. & Dawson, S. (2019). Researching Multilingually in Applied Linguistics. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics. Routledge. https://doi.org/10.4324/9780367824471-7Arismendi, F. A. & Colorado, D. (2015). La formation des enseignants de FLE en Colombie: Panorama et cas de l’Université d’Antioquia. Dialogues et cultures, 61, 44-61.Atmaca, Ç. & Ekşi, G. (2023). Research trends in English language teaching: A twenty years’ review of master theses and doctoral dissertations. Educational Academic Research, 48(1), 14-26. doi: 10.5152/AUJKKEF.2023.1035961Bailey, A. & Corrales, K. (2020). Insight into Novice Research: A Critical Review of ELT Master’s Theses. MEXTESOL Journal, 44(4), n4.Bonilla-Medina, S. X. & Samacá-Bohórquez, Y. (2023). Disobedient ELT Research: Breaking the Rules, Finding Alternatives, Invoking Other Ontologies. In C. H. Guerrero (Ed.), Unauthorized Outlooks on Second Languages Education and Policies: Voices from Colombia (pp. 15-33). Springer International Publishing.Buendía, X. & Macías, D. (2019). The professional development of English language teachers in Colombia: a review of the literature. Colomb. Appl. Linguist. J., 21(1), 98-111. https://doi.org/10.14483/22487085.12966Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.Castañeda-Londoño, A., Samacá-Bohórquez, Y. & Posada-Ortiz, J. (2024). Three Decolonial Research Methodologies: Interrogating Qualitative Research in English Language Teaching Education. Folios, 59, 91-111. https://doi.org/10.17227/folios.59-17267Crookes, G. (2013). Critical ELT in action: Foundations, promises, praxis. Routledge.Cruz-Arcila, F., Solano-Cohen, V., Rincón, A., Lobato Junior, A. & Briceño-González, M. (2022). Second language learning and socioeconomic development: Interrogating anglonormativity from the perspective of pre-service modern language professionals. Current Issues in Language Planning, 23(5), 466-487. https://doi.org/10.1080/14664208.2021.2006944De Mejía, A. (2016). Teacher development for bilingual education in Colombia: Towards teacher empowerment. Estudios sobre Educación, 31, 15-35. DOI: 10.15581/004.31.Echeverri-Sucerquia, P. A. (2022). Scaffolding Conscientisation and Praxis in Critical Language Teacher Education. En L. Banegas, E. Edwards & L. Villacañas de Castro (Eds.) Professional Development through Teacher Research: Stories from Language Teacher Educators, 102, 135. Multilingual Matters.Flick, U. (2007). Introducción a la investigación cualitativa. Morata.Freire, P. (1972). Pedagogy of the Oppressed. (M. B. Ramos, Trans.). Harmondsworth, Penguin Books.Galatanu, O. (2007). Sémantique des « possibles argumentatifs » et axiologisation discursive. En D. Bouchard (Éd.), Représentation du sens linguistique II: Actes du colloque international de Montréal (2003) (pp. 313-325). Louvain-la-Neuve: De Boeck Supérieur. https://doi.org/10.3917/dbu.bouch.2007.01.0313García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R. & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203-228. DOI: 10.1080/15427587.2021.1935957González, L. (2010). Hacia una revolución francesa en la investigación sobre la didáctica del francés en Colombia. Signo y Pensamiento, 29(57), 496-504. http://www.scielo.org.co/scielo.phppid=S012048232010000200034&script=sci_arttextGonzález de Pérez, M. S. (2010). Las lenguas indígenas de Colombia a vuelo de pájaro. Revista de lenguas indígenas y universos culturales, (7), 9-25.Guerrero-Nieto, C. H. & Quintero-Polo, Á. H. (2022). Contesting the hegemony of English in a country declared to be multilingual: The outcome of research with English language teachers in an in-service program. En N. Miranda, A. M. De Mejía & S. Valencia Giraldo (Eds.), Language Education in Multilingual Colombia: Critical Perspectives and Voices from the Field (pp. 248-263). Routledge.Granados-Beltrán, C. (2018). Revisiting the need for critical research in undergraduate Colombian English language teaching. HOW, 25(1), 174-193. https://doi.org/10.19183/how.25.1.355Hernández Gaviria, F. & Berdugo-Torres, M. (2023). Nurturing language teacher education in Colombia from a multilingual perspective. En N. Miranda, A. M. De Mejía & S. Valencia Giraldo (Eds.), Language education in multilingual Colombia. Critical perspectives and voices from the field (pp. 232-247). Routledge.Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL quarterly, 50(1), 66-85. https://doi.org/10.1002/tesq.202López-Pinzón, M., Ramírez-Contreras, O. & Vargas-Orozco, L. F. (2021). An Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from Stakeholders. GIST Education and Learning Research Journal, 22, 21-50.McKinney, C. (2016). Language and power in post-colonial schooling: Ideologies in practice. Routledge.Ortiz, M. & Borjas, B. (2008). La Investigación Acción Participativa: aporte de Fals Borda a la educación popular. Espacio abierto: cuaderno venezolano de sociología, 17(4), 615-627.Pennycook, A. (2010). Language as a local practice. Routledge.Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction. Routledge.Sierra Piedrahita, A. M. (2016). Contributions of a social justice language teacher education perspective to professional development programs in Colombia. PROFILE Issues in Teachers’ Professional Development, 18(1), 203-217. http://dx.doi.org/10.15446/profile.v18n1.47807Valles, M. (1999). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Síntesis.Viáfara, J. & Largo, J. (2018). Colombian English teachers’ professional development: The case of master programs. Profile Issues in Teachers’ Professional Development, 20(1), 103-119. https://doi.org/10.15446/profile.v20n1.633231843115Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/17276/14736https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/17276/14737https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/17276/14738https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/17276/15655Núm. 43 , Año 2024 : Investigación y pedagogíaPublicationOREORE.xmltext/xml2805https://repositorio.uptc.edu.co/bitstreams/029d9535-54b9-403d-ac2d-3e9f09e48a4a/downloadb4471257dfc93a31227aa8417d7b7322MD51falseAnonymousREAD001/21343oai:repositorio.uptc.edu.co:001/213432026-10-29 13:34:52.412https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Tendencias Investigativas en Programas de Maestría en Lenguas: Traspasando las Fronteras del Inglés

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