Chilean Preservice Teachers’ Metaphors of English Language Assessment

Abstract The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: teachers, students, and assessment itself. Forty-nine preservice teachers from th...

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Autores:: Díaz Larenas, Claudio Heraldo
Aravena Figueroa, Paz
Cisternas Martínez5, Leslie
Ortiz Navarrete, Mabel
Gómez Paniagua, Juan Fernando

Tipo de recurso:: Article of journal

Fecha de publicación:: 2022

Institución:: Tecnológico de Antioquia

Repositorio:: Repositorio Tdea

Idioma:: eng

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dc.title.none.fl_str_mv	Chilean Preservice Teachers’ Metaphors of English Language Assessment
title	Chilean Preservice Teachers’ Metaphors of English Language Assessment
spellingShingle	Chilean Preservice Teachers’ Metaphors of English Language Assessment Evaluación Educacional Educational Measurement English Inglés Enseñanza Teaching Educación Education Estudiante-profesor Student teachers
title_short	Chilean Preservice Teachers’ Metaphors of English Language Assessment
title_full	Chilean Preservice Teachers’ Metaphors of English Language Assessment
title_fullStr	Chilean Preservice Teachers’ Metaphors of English Language Assessment
title_full_unstemmed	Chilean Preservice Teachers’ Metaphors of English Language Assessment
title_sort	Chilean Preservice Teachers’ Metaphors of English Language Assessment
dc.creator.fl_str_mv	Díaz Larenas, Claudio Heraldo Aravena Figueroa, Paz Cisternas Martínez5, Leslie Ortiz Navarrete, Mabel Gómez Paniagua, Juan Fernando
dc.contributor.author.none.fl_str_mv	Díaz Larenas, Claudio Heraldo Aravena Figueroa, Paz Cisternas Martínez5, Leslie Ortiz Navarrete, Mabel Gómez Paniagua, Juan Fernando
dc.subject.decs.none.fl_str_mv	Evaluación Educacional Educational Measurement
topic	Evaluación Educacional Educational Measurement English Inglés Enseñanza Teaching Educación Education Estudiante-profesor Student teachers
dc.subject.unesco.none.fl_str_mv	English Inglés Enseñanza Teaching Educación Education Estudiante-profesor Student teachers
description	Abstract The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: teachers, students, and assessment itself. Forty-nine preservice teachers from the second to the fifth year of their English Teaching Program answered a metaphor questionnaire in which they created a metaphor for each of the three dimensions above. Then, these metaphors were later analyzed using predominantly qualitative techniques. A metaphoric analysis protocol allowed the metaphors to be coded and sorted based on the participants’ reasoning into the roles participants considered teachers, students, and assessment played in the process of assessment. Findings were organized into three dimensions: teachers’ roles, students’ roles, and the role of assessment. Seven different metaphoric representations of teachers’ roles in assessment were identified, while three were found for students and two for assessment. The present study also revealed that the preservice teachers held varied metaphors regarding the process of language assessment, showing a complex and deep understanding of the purposes of assessment from the role of teachers and students. There is a need for further study to understand why preservice teachers assigned these roles to these agents.
publishDate	2022
dc.date.issued.none.fl_str_mv	2022
dc.date.accessioned.none.fl_str_mv	2023-03-23T03:32:54Z
dc.date.available.none.fl_str_mv	2023-03-23T03:32:54Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.language.iso.spa.fl_str_mv	eng
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dc.relation.citationendpage.spa.fl_str_mv	16
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dc.relation.citationvolume.spa.fl_str_mv	46
dc.relation.ispartofjournal.spa.fl_str_mv	Mextesol journal
dc.relation.references.spa.fl_str_mv	Alarcón, P., Díaz, C., & Vergara, J. (2015). Chilean preservice teachers’ metaphors about the role of teachers as professionals. In W. Wan & G. Low, Elicited metaphor analysis in educational discourse, (pp. 289-314). Alarcón, P., Díaz, C., Vergara, J., Vásquez, V., & Torres, C. (2018a). Análisis de metáforas conceptuales sobre la imagen social del profesorado en estudiantes de pedagogía. [Conceptual metaphor analysis of teachers’ social images among pre-service teachers]. Onomázein. Revista de lingüística, filología y traducción, 40, 1-27. Alarcón, P., Díaz, C., & Vásquez, V. (2018b). Un análisis de columnas de opinión desde la metáfora conceptual. [An analysis of opinion columns from the conceptual metaphor perspective]. Signo y Pensamiento, 37(73), 1-15. Azis, A. (2012). Teachers’ conceptions and use of assessment in student learning. Indonesian Journal of Applied Linguistics, 2(1), 40-52. Bachman, L. F., & Palmer, A. S. (2000). Language testing in practice: Designing and developing useful language tests. Oxford University Press. Bachman, L., & Damböck, B. (2017). Language assessment for classroom teachers: Why, when, what, and how?. Oxford University Press. Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions, and directions. Heinle & Heinle. Bailey, A. L., & Heritage, M. (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin. Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 284-300). Routledge. Beresaluce, R., Peiró, S., & Ramos, C. (2014). El profesor como guía-orientador. Un modelo docente [The teacher as an orienting guide. A teaching model]. In M. T. Tortosa Ybáñez, J. D. Alvarez Teruel & N. Pellin Buades (Eds.), XII Jornades de sarxes D’investigació en docència universitària: El reconeixement docent: Innovar i investigar amb criteris de qualitat (pp. 857-870). Universidad de Alicante. Botha, E. (2009). Why metaphor matters in education. South African Journal of Education, 29(4), 431-444. https://doi.org/10.15700/saje.v29n4a287 Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133-145. http://dx.doi.org/10.1080/1360144X.2011.568690 Brown, G. T. L. (2002). Teachers' conceptions of assessment [Unpublished doctoral dissertation], University of Auckland. http://repositorio.minedu.gob.pe/handle/20.500.12799/2866 Brown, G. T. L. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609 Brown, H. D., & Abeywickrama, P. (2010) Language assessment: Principles and practices. Pearson. Budaev, E. V., Prokopievich, C. A., & Filippovna, T. G. (2015). Conceptual metaphor in educational discourse. Biosciences Biotechnology Research Asia, 12(1), 561-567. http://www.biotech-asia.org/vol12no1/conceptual-metaphor-in-educationaldiscourse Carter, S., & Pitcher, R. (2010). Extended metaphors for pedagogy: Using sameness and difference. Teaching in higher education, 15(5), 579-589. https://doi.org/10.1080/13562517.2010.491904 Casebeer, D. (2015). Mapping preservice teachers' metaphors of teaching and learning. International Journal of Learning, Teaching and Educational Research, 12(3), 3-23. https://www.ijlter.org/index.php/ijlter/article/view/392/178 Cheng, L., & Fox, J. (2017). Assessment in the language classroom. Macmillan. Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3(4), 307-331. https://doi.org/10.1080/15434300701333129 Coombe, C. A., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. University of Michigan. Cortazzi, M., & Jin, L. (2020). Elicited metaphor analysis: Researching teaching and learning. In M. T. M. Ward & S. Delamont (Eds.), Handbook of qualitative research in education (pp. 488-505). Edward Elgar. Cronquist, K., & Fiszbein, A. (2017). El aprendizaje del inglés en América Latina [English learning in Latin America]. El diálogo. Dabbagh, A. (2017). Cultural linguistics as an investigative framework for paremiology: Comparing time in English and Persian. International Journal of Applied Linguistics, 27(3), 577-595. https://doi.org/10.1111/ijal.12162 Dietel, R. J., Herman, J. L., & Knuth, R. A. (1991). What does research say about assessment?. North Central Regional Education Laboratory. Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Corwin. Flick, U. (2018). An introduction to qualitative research (4th ed.). Sage. Fulcher, G. (2010). Practical language testing. Hodder Education. Fulmer, G. W., Lee, I. C., & Tan, K. H. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy, and Practice, 22(4), 475-494. https://doi.org/10.1080/0969594X.2015.1017445 Geeraerts, D., & Cuyckens, H. (2007). Introducing cognitive linguistics. In D. Geeraerts & H. Cuyckens (Eds.). The Oxford handbook of cognitive linguistics (pp. 3-21). Oxford University Press. Gillis, C., & Johnson, C. L. (2002). Metaphor as renewal: re-imagining our professional selves. The English Journal, 91(6), 37-43. https://doi.org/10.2307/821814 Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine. Göçen, G., & Özdemirel A. Y. (2020). Turkish culture in the metaphors and drawings by learners of Turkish as a foreign language. Participatory Educational Research, 7(1), 80-110. https://doi.org/10.17275/per.20.6.7.1 Gök, B., Erdogan, O., Altinkaynak, S. O., & Erdogan, T. (2012). Investigation of pre-service teachers’ perceptions about concept of measurement and assessment through metaphor analysis. Procedia-Social and Behavioral Sciences. 46. 1997-2003. https://doi.org/10.1016/j.sbspro.2012.05.417 Gottlieb, M. (2012). Common language assessment for English learners. Solution Tree. Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity (2nd ed). Corwin. Guerrero, M. C. M. de, & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95-120. https://doi.org/10.1191/1362168802lr101oa Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession: Background report and project objectives. Organization for Economic Co-operation and Development. https://www.oecd.org/education/ceri/Background document to Symposium ITEL-FINAL.pdf Harlen, W. (2005). Teachers’ summative practice and assessment for learning-tensions and synergies. The Curriculum Journal, 16(2), 207-223. https://doi.org/10.1080/09585170500136093 Hopfenbeck, T. N. (2018). ‘Assessors for learning’: Understanding teachers in contexts. Assessment in Education: Principles, Policy & Practice, 25(5), 439-441. http://dx.doi.org/10.1080/0969594X.2018.1528684 Kövecses, Z. (2010). Metaphor: A practical introduction (2nd ed). Oxford University Press. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. The University of Chicago Press. Law, B., & Eckes, M. (1995). Assessment and ESL On the yellow big road to the withered of Oz: A handbook for K-12 teachers. Peguis Marshall, C., & Rossman, G. B. (2016). Designing qualitative research. Sage. Merriam, S., & Tisdell, E. J. (2016). Qualitative research. A guide to design an implementation. Jossey-Bass. McLaughlin, C. (2019, January 8). Teachers as learners and creators of knowledge–an essential for change and development. The education world forum. https://www.theewf.org/research/2019/teachers-as-learners-and-creators-of-knowledge-an-essentialfor- change-and-development McNamara, T. (2001). Language assessment as social practice: Challenges for research. Language Testing, 18(4), 333-349. https://doi.org/10.1177/026553220101800402 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis. A methods sourcebook. Sage. Mooney, T. (1994). Teachers as leaders: Hope for the future. National Commission on Excellence in Education. https://files.eric.ed.gov/fulltext/ED380407.pdf Musolff, A. (2020). Political metaphor in world Englishes. World Englishes, 39(4), 667-680. https://doi.org/10.1111/weng.12498 Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431 https://doi.org/10.1177/1362168820941288 Nimehchisalem, V., & Hussin, N. I. S. M. (2018). Postgraduate students’ conception of language assessment. Language Testing in Asia, 8(1), 1-14. https://doi.org/10.1186/s40468-018-0066-3 Okere, M. C., & Abah, E. E. (2019). The workings of metaphor in language discourse. Pan-African Journal of Humanities and Social Sciences, 1(6), 198-202. https://doi.org/10.5281/zenodo.3353845 O’Malley, M. J., & Valdes Pierce, L. (1999). Authentic assessment for English language learners: Practical approaches for Teachers. Addison-Weasley. Reeves, T. C. (2000). Alternative assessment approaches for online learning environments in higher education. Educational Computing Research, 3(1), 101-111. https://doi.org/10.2190/GYMQ-78FA-WMTX-J06C Ridenour, M. (2020) Teachers are: Analyzing the metaphors of pre-service educators. Northwest Journal of Teacher Education, 5(1) , 1-13. https://doi.org/10.15760/nwjte.2020.15.1.4 Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2000). Teaching and learning at a distance: Foundations of distance education. Prentice-Hall. Srivastava, T. K. (2014). Teacher as facilitator: A requisite during foundation years of medical curriculum. National Journal of Physiology, Pharmacy & Pharmacology, 4(3), 179-18. http://dx.doi.org/10.5455/njppp.2014.4.270620141 Taşgın, G. A., & Köse, E. (2015). Preservice classroom teachers' metaphors about objective and evaluation. Hacettepe University Journal of Education, 30(3), 116-130. Toth, P. (2018, February 5). Process versus product: The knowledge building connection. The Learning Exchange. https://thelearningexchange.ca/process-versus-product-knowledge-building-connection van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30. https://doi.org/10.29173/pandpr19803 Wynne, J. (2011). Teachers as leaders in education reform [ED462376] ERIC. https://eric.ed.gov/?id=ED462376 Yin, M. (2008). Diagnosing foreign language proficiency: The interface between learning and assessment [Review of the book by the same name by J. C. Alderson]. Language Assessment Quarterly, 5(1), 77-81. https://doi.org/10.1080/15434300701595637
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spelling	Díaz Larenas, Claudio Heraldo45d468ff-a53d-4625-887b-c00c92c4c745Aravena Figueroa, Pazb135196b-15cd-4510-9ebb-a3d41c15aad6Cisternas Martínez5, Leslie04eeecfb-3d14-45cf-803d-15ce1784543eOrtiz Navarrete, Mabelbe798bb9-3923-4cc2-b08c-c7586ef7cce7Gómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d122023-03-23T03:32:54Z2023-03-23T03:32:54Z2022https://dspace.tdea.edu.co/handle/tdea/266123959908Abstract The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: teachers, students, and assessment itself. Forty-nine preservice teachers from the second to the fifth year of their English Teaching Program answered a metaphor questionnaire in which they created a metaphor for each of the three dimensions above. Then, these metaphors were later analyzed using predominantly qualitative techniques. A metaphoric analysis protocol allowed the metaphors to be coded and sorted based on the participants’ reasoning into the roles participants considered teachers, students, and assessment played in the process of assessment. Findings were organized into three dimensions: teachers’ roles, students’ roles, and the role of assessment. Seven different metaphoric representations of teachers’ roles in assessment were identified, while three were found for students and two for assessment. The present study also revealed that the preservice teachers held varied metaphors regarding the process of language assessment, showing a complex and deep understanding of the purposes of assessment from the role of teachers and students. There is a need for further study to understand why preservice teachers assigned these roles to these agents.Resumen El presente estudio identifica y analiza, a través de un análisis de metáforas, las conceptualizaciones y creencias que los profesores en formación de inglés tienen sobre tres dimensiones del proceso de evaluación del idioma: profesores, estudiantes y la evaluación como tal. Se utilizó un cuestionario de metáforas para recolectar los datos de 49 profesores en formación de segundo a quinto año de su programa de enseñanza de Inglés, quienes crearon una metáfora para cada una de las tres dimensiones: docentes, estudiantes y evaluación. Luego, las metáforas se analizaron utilizando técnicas predominantemente cualitativas. Un protocolo de análisis metafórico permitió codificar y clasificar las metáforas, según la justificación de los participantes, en los roles que los participantes consideran que los profesores, los estudiantes y la evaluación desempeñan en el proceso de evaluación. Los hallazgos se organizaron en tres dimensiones: roles de los profesores, roles de los estudiantes y el rol de la evaluación. Se identificaron siete representaciones metafóricas diferentes sobre los roles de los profesores en la evaluación, mientras que las representaciones metafóricas para los estudiantes y la evaluación fueron tres y dos, respectivamente. El presente estudio también reveló que los futuros profesores tienen metáforas variadas sobre el proceso de evaluación del lenguaje, lo que muestra una comprensión compleja y profunda de los propósitos de la evaluación desde el rol de profesores y estudiantes. Es necesario realizar más estudios para comprender por qué los profesores en formación asignaron estos roles a estos agentes.16 páginasapplication/pdfengAsociación Mexicana de Maestros de Inglés Mextesol A.C.Méxicohttps://creativecommons.org/licenses/by-nc-sa/4.0/Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://www.mextesol.net/journal/index.php?page=journal&id_article=46340Chilean Preservice Teachers’ Metaphors of English Language AssessmentArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Chile162146Mextesol journalAlarcón, P., Díaz, C., & Vergara, J. (2015). Chilean preservice teachers’ metaphors about the role of teachers as professionals. In W. Wan & G. Low, Elicited metaphor analysis in educational discourse, (pp. 289-314).Alarcón, P., Díaz, C., Vergara, J., Vásquez, V., & Torres, C. (2018a). Análisis de metáforas conceptuales sobre la imagen social del profesorado en estudiantes de pedagogía. [Conceptual metaphor analysis of teachers’ social images among pre-service teachers]. Onomázein. Revista de lingüística, filología y traducción, 40, 1-27.Alarcón, P., Díaz, C., & Vásquez, V. (2018b). Un análisis de columnas de opinión desde la metáfora conceptual. [An analysis of opinion columns from the conceptual metaphor perspective]. Signo y Pensamiento, 37(73), 1-15.Azis, A. (2012). Teachers’ conceptions and use of assessment in student learning. Indonesian Journal of Applied Linguistics, 2(1), 40-52.Bachman, L. F., & Palmer, A. S. (2000). Language testing in practice: Designing and developing useful language tests. Oxford University Press.Bachman, L., & Damböck, B. (2017). Language assessment for classroom teachers: Why, when, what, and how?. Oxford University Press.Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions, and directions. Heinle & Heinle.Bailey, A. L., & Heritage, M. (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin.Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 284-300). Routledge.Beresaluce, R., Peiró, S., & Ramos, C. (2014). El profesor como guía-orientador. Un modelo docente [The teacher as an orienting guide. A teaching model]. In M. T. Tortosa Ybáñez, J. D. Alvarez Teruel & N. Pellin Buades (Eds.), XII Jornades de sarxes D’investigació en docència universitària: El reconeixement docent: Innovar i investigar amb criteris de qualitat (pp. 857-870). Universidad de Alicante.Botha, E. (2009). Why metaphor matters in education. South African Journal of Education, 29(4), 431-444. https://doi.org/10.15700/saje.v29n4a287Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133-145. http://dx.doi.org/10.1080/1360144X.2011.568690Brown, G. T. L. (2002). Teachers' conceptions of assessment [Unpublished doctoral dissertation], University of Auckland. http://repositorio.minedu.gob.pe/handle/20.500.12799/2866Brown, G. T. L. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609Brown, H. D., & Abeywickrama, P. (2010) Language assessment: Principles and practices. Pearson.Budaev, E. V., Prokopievich, C. A., & Filippovna, T. G. (2015). Conceptual metaphor in educational discourse. Biosciences Biotechnology Research Asia, 12(1), 561-567. http://www.biotech-asia.org/vol12no1/conceptual-metaphor-in-educationaldiscourseCarter, S., & Pitcher, R. (2010). Extended metaphors for pedagogy: Using sameness and difference. Teaching in higher education, 15(5), 579-589. https://doi.org/10.1080/13562517.2010.491904Casebeer, D. (2015). Mapping preservice teachers' metaphors of teaching and learning. International Journal of Learning, Teaching and Educational Research, 12(3), 3-23. https://www.ijlter.org/index.php/ijlter/article/view/392/178Cheng, L., & Fox, J. (2017). Assessment in the language classroom. Macmillan.Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3(4), 307-331. https://doi.org/10.1080/15434300701333129Coombe, C. A., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. University of Michigan.Cortazzi, M., & Jin, L. (2020). 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 incorporada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.


Chilean Preservice Teachers’ Metaphors of English Language Assessment

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