Materiales colaborativos para la enseñanza de lengua inglesa

Autores:: Cantero Cabrera, Rolando

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.es-ES.fl_str_mv	Materiales colaborativos para la enseñanza de lengua inglesa
title	Materiales colaborativos para la enseñanza de lengua inglesa
spellingShingle	Materiales colaborativos para la enseñanza de lengua inglesa Pedagogical materials Collaborative materials Enseñanza de lengua inglesa Materiales pedagógicos Materiales colaborativos
title_short	Materiales colaborativos para la enseñanza de lengua inglesa
title_full	Materiales colaborativos para la enseñanza de lengua inglesa
title_fullStr	Materiales colaborativos para la enseñanza de lengua inglesa
title_full_unstemmed	Materiales colaborativos para la enseñanza de lengua inglesa
title_sort	Materiales colaborativos para la enseñanza de lengua inglesa
dc.creator.fl_str_mv	Cantero Cabrera, Rolando
dc.contributor.author.eng.fl_str_mv	Cantero Cabrera, Rolando
dc.subject.none.fl_str_mv	Pedagogical materials Collaborative materials Enseñanza de lengua inglesa Materiales pedagógicos Materiales colaborativos
topic	Pedagogical materials Collaborative materials Enseñanza de lengua inglesa Materiales pedagógicos Materiales colaborativos
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-11-14 04:31:02 2026-04-16T17:24:52Z
dc.date.available.none.fl_str_mv	2024-11-14 04:31:02
dc.date.issued.none.fl_str_mv	2024-11-14
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Al Tarawneh, M. (2023). Native-Speakerism in the EFL Job Market: A Corpus-Based Study of Teaching Advertisements. In 3rd International Conference on Language and Education, at Cihan University-Erbil. https://doi.org/10.24086/iclangedu2023/paper.947 Álvarez Valencia, J. A., & Valencia, A. (2023). Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue. Profile: Issues in Teachers' Professional Development, 25(2), 219-237. https://doi.org/10.15446/profile.v25n2.102812 Bonilla-Medina, S.X. (2023). Examining Racialized Practices in ELT: Enhancing Critical New Horizons. In C. H. Guerrero-Nieto (eds.), Unauthorized Outlooks on Second Languages Education and Policies. Voices from Colombia (pp. 209-228). Palgrave McMillan. https://doi.org/10.1007/978-3-031-45051-8_11 Bonilla-Medina, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavour of English Teaching in Colombian Rural Areas. PROFILE Issues in Teachers' Professional Development, 16(2), 117-133. https://doi.org/10.15446/profile.v16n2.40423 Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of Racial Identities of Learners of English. Profile: Issues in Teachers' Professional Development, 23(2), 137-150. https://doi.org/10.15446/profile.v23n2.90374 Canese, V. & Spezzini, S. (Eds). (2023). Teaching English in Global Contexts, Language, Learners, and Learning. Editorial Facultad de Filosofía -UNA. Castañeda-Peña, H., Ubaque-Casallas, D. & Delgado-Ochoa, J. (2022). Embodied Gender/Sex Identity and English Language Teaching: Two Narratives and Dissident Identities from Colombia. Issues in Educational Research, 32(3), 906-924. https://www.iier.org.au/iier32/castaneda-pena.pdf Cazuriaga Flores, M. I., & Villalba Acosta, C. M. (2024). Needs Analysis for English Teaching Materials at a Public High School in Concepción, Paraguay [Unpublished bachelor’s thesis]. Universidad Nacional de Asunción, Facultad de Filosofía, Instituto Superior de Lenguas. Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications. Dörnyei, Z. (2014). Questionnaires in Second Language Research: Construction, Administration, and Processing. Routledge. Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder. Gómez Rodríguez, L. F. (2015). The Cultural Content in EFL Textbooks and What Teachers Need to Do About It. PROFILE Issues in Teachers' Professional Development, 17(2), 167-187. https://doi.org/10.15446/profile.v17n2.44272 Kemmis, S., & McTaggart, R. (2000). Participatory Action Research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 567-606). Sage Publications. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press. Macías, D. F. (2010). Considering New Perspectives in ELT in Colombia: From EFL to ELF. HOW, 17(1), 181-194. Macías, D. F., & Mosquera‐Pérez, J. E. (2024). English as a Lingua Franca, World Englishes, and the Preparation of Language Teachers: An Awareness‐Raising Experience in an English Teacher Education Program in Colombia. TESOL Journal, 15(3). https://doi.org/10.1002/tesj.789 Mahboob, A. (2011). English: The Industry. Journal of Postcolonial Cultures and Societies, 2(4), 46-61. Marshall, M. N. (1996). Sampling for Qualitative Research. Family Practice, 13(6), 522-526. https://doi.org/10.1093/ fampra/13.6.522 Matsuda, A. (2012). Principles and Practices of Teaching English as an International Language. Multilingual Matters. Mosquera-Pérez, J. E., (2024). English as a Lingua Franca and World Englishes in ELT: Challenges and Opportunities for Materials Development and Implementation. ETAS Journal, 1-2. Mosquera-Pérez, J. E. (2024, April 26). Transcultural Awareness, Global Englishes and ELT: A Conversation with Dr Will Baker video. YouTube. https://www.youtube.com/watch?v=F7wyZgxUDHk&t=1964s Núñez-Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis. Íkala, Revista de Lenguaje y Cultura, 27(3), 702-724. https://doi.org/10.17533/udea.ikala.v27n3a07 Núñez Pardo, A., Castellanos Jaimes, J., & Téllez Téllez, M. F. (2017). Teacher-Developed Materials in a Master 's Programme in Education with Emphasis on English Didactics. In A. Núñez Pardo, M. F. Téllez Téllez, & J. Castellanos Jaimes (Eds.), The Role of Teacher-Developed Materials in Fostering English Language Skills (pp. 19-64). Universidad Externado de Colombia. Núñez Pardo, A., & Téllez Téllez, M. F. (2015). Reflection on Teachers’ Personal and Professional Growth through a Materials Development Seminar. HOW, 22(2), 54-74. https://doi.org/10.19183/how.22.2.151 Núñez-Pardo, A., & Téllez-Téllez, M. F. (2021). Defying Culture Hegemony through Teacher Generated EFL Materials. Universidad Externado de Colombia, Facultad de Ciencias de la Educación. Núñez Pardo, A., Téllez Téllez, M. F., & Castellanos Jaimes, J. (2017). Materials for the Learning of English and Teachers' Professional Growth. Universidad Externado de Colombia. Pennycook, A. (2006). Global Englishes and Transcultural Flows. Routledge. Ramos Holguín, B., & Aguirre Morales, J. (2024). The Implications of Designing Materials for English as a Foreign Language (EFL) Courses. In R. L. Saber, A. G. da Silva, A. P. Trevisani, & A. E. Blanco Estupiñán (Eds.), Humanidades e educação contemporânea: Desafios e perspectivas (pp. 36-43). Universidade Estadual do Paraná. Reagan, T. (2004). Objectification, Positivism and Language Studies: A Reconsideration. Critical Inquiry in Language Studies, 1(1), 41-60. https://doi.org/10.1207/s15427595cils0101_3 Stringer, E. T. (2013). Action Research. Sage Publications. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
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dc.relation.citationvolume.eng.fl_str_mv	17
dc.relation.ispartofjournal.eng.fl_str_mv	Enletawa Journal
dc.relation.bitstream.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/enletawa_journal/article/download/18630/14865
dc.relation.citationedition.eng.fl_str_mv	Núm. 2 , Año 2024 : Número especial Colombia - Paraguay
dc.rights.none.fl_str_mv	Rolando Cantero Cabrera - 2024
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spelling	Cantero Cabrera, Rolando2024-11-14 04:31:022026-04-16T17:24:52Z2024-11-14 04:31:022024-11-14https://repositorio.uptc.edu.co/handle/001/1991310.19053/uptc.2011835X.186302463-1965https://doi.org/10.19053/uptc.2011835X.18630application/pdfUniversidad Pedagógica y Tecnológica de ColombiaRolando Cantero Cabrera - 2024https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/18630Pedagogical materialsCollaborative materialsEnseñanza de lengua inglesaMateriales pedagógicosMateriales colaborativosMateriales colaborativos para la enseñanza de lengua inglesaArtículo 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_970fb48d4fbd8a85Al Tarawneh, M. (2023). Native-Speakerism in the EFL Job Market: A Corpus-Based Study of Teaching Advertisements. In 3rd International Conference on Language and Education, at Cihan University-Erbil. https://doi.org/10.24086/iclangedu2023/paper.947Álvarez Valencia, J. A., & Valencia, A. (2023). Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue. Profile: Issues in Teachers' Professional Development, 25(2), 219-237. https://doi.org/10.15446/profile.v25n2.102812Bonilla-Medina, S.X. (2023). Examining Racialized Practices in ELT: Enhancing Critical New Horizons. In C. H. Guerrero-Nieto (eds.), Unauthorized Outlooks on Second Languages Education and Policies. Voices from Colombia (pp. 209-228). Palgrave McMillan. https://doi.org/10.1007/978-3-031-45051-8_11Bonilla-Medina, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavour of English Teaching in Colombian Rural Areas. PROFILE Issues in Teachers' Professional Development, 16(2), 117-133. https://doi.org/10.15446/profile.v16n2.40423Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of Racial Identities of Learners of English. Profile: Issues in Teachers' Professional Development, 23(2), 137-150. https://doi.org/10.15446/profile.v23n2.90374Canese, V. & Spezzini, S. (Eds). (2023). Teaching English in Global Contexts, Language, Learners, and Learning. Editorial Facultad de Filosofía -UNA.Castañeda-Peña, H., Ubaque-Casallas, D. & Delgado-Ochoa, J. (2022). Embodied Gender/Sex Identity and English Language Teaching: Two Narratives and Dissident Identities from Colombia. Issues in Educational Research, 32(3), 906-924. https://www.iier.org.au/iier32/castaneda-pena.pdfCazuriaga Flores, M. I., & Villalba Acosta, C. M. (2024). Needs Analysis for English Teaching Materials at a Public High School in Concepción, Paraguay [Unpublished bachelor’s thesis]. Universidad Nacional de Asunción, Facultad de Filosofía, Instituto Superior de Lenguas.Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.Dörnyei, Z. (2014). Questionnaires in Second Language Research: Construction, Administration, and Processing. Routledge.Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.Gómez Rodríguez, L. F. (2015). The Cultural Content in EFL Textbooks and What Teachers Need to Do About It. PROFILE Issues in Teachers' Professional Development, 17(2), 167-187. https://doi.org/10.15446/profile.v17n2.44272Kemmis, S., & McTaggart, R. (2000). Participatory Action Research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 567-606). Sage Publications.Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press.Macías, D. F. (2010). Considering New Perspectives in ELT in Colombia: From EFL to ELF. HOW, 17(1), 181-194.Macías, D. F., & Mosquera‐Pérez, J. E. (2024). English as a Lingua Franca, World Englishes, and the Preparation of Language Teachers: An Awareness‐Raising Experience in an English Teacher Education Program in Colombia. TESOL Journal, 15(3). https://doi.org/10.1002/tesj.789Mahboob, A. (2011). English: The Industry. Journal of Postcolonial Cultures and Societies, 2(4), 46-61.Marshall, M. N. (1996). Sampling for Qualitative Research. Family Practice, 13(6), 522-526. https://doi.org/10.1093/ fampra/13.6.522Matsuda, A. (2012). Principles and Practices of Teaching English as an International Language. Multilingual Matters.Mosquera-Pérez, J. E., (2024). English as a Lingua Franca and World Englishes in ELT: Challenges and Opportunities for Materials Development and Implementation. ETAS Journal, 1-2.Mosquera-Pérez, J. E. (2024, April 26). Transcultural Awareness, Global Englishes and ELT: A Conversation with Dr Will Baker video. YouTube. https://www.youtube.com/watch?v=F7wyZgxUDHk&t=1964sNúñez-Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis. Íkala, Revista de Lenguaje y Cultura, 27(3), 702-724. https://doi.org/10.17533/udea.ikala.v27n3a07Núñez Pardo, A., Castellanos Jaimes, J., & Téllez Téllez, M. F. (2017). Teacher-Developed Materials in a Master 's Programme in Education with Emphasis on English Didactics. In A. Núñez Pardo, M. F. Téllez Téllez, & J. Castellanos Jaimes (Eds.), The Role of Teacher-Developed Materials in Fostering English Language Skills (pp. 19-64). Universidad Externado de Colombia.Núñez Pardo, A., & Téllez Téllez, M. F. (2015). Reflection on Teachers’ Personal and Professional Growth through a Materials Development Seminar. HOW, 22(2), 54-74. https://doi.org/10.19183/how.22.2.151Núñez-Pardo, A., & Téllez-Téllez, M. F. (2021). Defying Culture Hegemony through Teacher Generated EFL Materials. Universidad Externado de Colombia, Facultad de Ciencias de la Educación.Núñez Pardo, A., Téllez Téllez, M. F., & Castellanos Jaimes, J. (2017). Materials for the Learning of English and Teachers' Professional Growth. Universidad Externado de Colombia.Pennycook, A. (2006). Global Englishes and Transcultural Flows. Routledge. Ramos Holguín, B., & Aguirre Morales, J. (2024). The Implications of Designing Materials for English as a Foreign Language (EFL) Courses. In R. L. Saber, A. G. da Silva, A. P. Trevisani, & A. E. Blanco Estupiñán (Eds.), Humanidades e educação contemporânea: Desafios e perspectivas (pp. 36-43). Universidade Estadual do Paraná.Reagan, T. (2004). Objectification, Positivism and Language Studies: A Reconsideration. Critical Inquiry in Language Studies, 1(1), 41-60. https://doi.org/10.1207/s15427595cils0101_3Stringer, E. T. (2013). Action Research. Sage Publications.Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.262117Enletawa Journalhttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/download/18630/14865Núm. 2 , Año 2024 : Número especial Colombia - ParaguayPublicationOREORE.xmltext/xml2457https://repositorio.uptc.edu.co/bitstreams/698bcdc6-2450-48ec-8909-63bbfdd3fc6b/download5b28eff5acae2ff452eaed89b027f6d5MD51falseAnonymousREAD001/19913oai:repositorio.uptc.edu.co:001/199132026-10-29 09:35:21.634https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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