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10th RICELT Newsletter

Dear RICELT community,

It has been a busy 2023 for everyone.

We hope that it has been a good year for you as it has been for our network.

In this newsletter, you’ll find the latest updates of our A.S. Hornby Trust projects, and the latest additions to our publication archive.

Remember to follow us on Facebook, Twitter, Instagram and LinkedIn to keep in the loop about our latest news.

Save the Date: 10th Year Anniversary Conference

5th RICELT Biannual Conference: ELT Research in the Chilean Classroom: Defying the Ivory Tower

If you missed this year’s conference, check out the programme and the photo gallery here.

Check out the latest on our Infographics and Teachers4Teachers podcast projects!

Latest additions to our archive

In 2023, we have added 57 publications to our ever-growing publication archive. If you have published something, including undergraduate and postgraduate theses, and it is not featured in our archive, let us know by email at redicelt@gmail.com, and we’ll add it.

• Abarzúa S., L., Cornejo E., E., & Sánchez Z., C. (2020). El enfoque aprendizaje basado en tareas como mecanismo para mejorar el clima en el aula: una experiencia de dos años con estudiantes practicantes en inglés como lengua extranjera en Santiago. Contextos: Estudios De Humanidades Y Ciencias Sociales, (46).http://revistas.umce.cl/index.php/contextos/article/view/1557

• Arellano, R., & Gerigk, K. (2023). Insights from corpus linguistics: Using keywords-in-context to teach and assess English learning. English Australia Journal, 39(2), pp.66-75.

• Barahona, M., & Darwin, S. (2023). Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231183905

• Canales Volpone, P., Tironi, Ángela, Pozo, M., Sandoval, C., & Palominos, M. (2021). Un enfoque basado en principios de ELT para la educación universitaria: innovador proyecto piloto de cursos de inglés. Contextos: Estudios De Humanidades Y Ciencias Sociales, (48). http://revistas.umce.cl/index.php/contextos/article/view/1553

• Campaña, A., & Farias, M. (2022). Literacidad medioambiental de profesores de inglés en formación. Contextos: Estudios De Humanidades Y Ciencias Sociales, (51), 43-62. http://revistas.umce.cl/index.php/contextos/article/view/1674

• Cornejo Elizondo, E., Mejías García, L., & Sánchez Zúñiga, C. (2017). El enfoque por tareas y el manejo de aula en las clases de inglés de enseñanza media. Contextos: Estudios De Humanidades Y Ciencias Sociales, (38), 111-127. Recuperado a partir de http://revistas.umce.cl/index.php/contextos/article/view/1338

• Eguren Álvarez, J. (2020). Measuring language use and exposure in a naturalistic setting. Contextos: Estudios De Humanidades Y Ciencias Sociales, (47). http://revistas.umce.cl/index.php/contextos/article/view/1581

• Gualaman Arias, R., Tobar Pérez, F., & Zúñiga Trier, M. (2018). La Metáfora Conceptual en el Aula ILE: un Estudio Preliminar. Contextos: Estudios De Humanidades Y Ciencias Sociales, (39). Recuperado a partir de http://revistas.umce.cl/index.php/contextos/article/view/1374

• Lara Lara, H. (2022). Expresión del remordimiento en profesores de inglés: estudio transversal de pragmática de la interlengua. Arboles Y Rizomas, 4(2), 74-95. https://doi.org/10.35588/ayr.v4i2.5620

• Ormeño, V. and Rosas, M. (2023). Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues in Teachers’ Professional Development, 25(2), 49–64. https://doi.org/10.15446/profile.v25n2.102959

• Ortiz López, J., Hernández Vásquez, M; Díaz, C., Sanhueza Campos, C., Campos, D., Carrasco Parra, V., Olguín, M., Machuca-Contreras, F., & Rundquist, E.  (2020). Una mirada de las estrategias de enseñanza del inglés como lengua extranjera desplegadas por profesores practicantes chilenos. Pensamiento educativo, 57(2)https://dx.doi.org/10.7764/pel.57.2.2020.9

• Peralta, B. (2023). Using Boardgames as Classroom-based Assessment in TBLT in State-funded Schools in Chile: an exploratory discussion. Contextos: Estudios De Humanidades Y Ciencias Sociales, (52), 38-62. http://revistas.umce.cl/index.php/contextos/article/view/2180

• Rojas Sáez, A, & Quintanilla Espinoza, A. Q. (2023). Baamboozle’s Influence On Willingness To Communicate In English In Small Group Private Lessons. Journal of Namibian Studies: History Politics Culture, 34, 6646-6661. https://www.namibian-studies.com/index.php/JNS/article/view/2674

• Ramírez-Orellana, D., Cárdenas-Claros, M. S., & Cáceres-Ramírez, B. (2023). Teaching listening in middle schools: perceptions of practice. ELT Journal, 77(4), 489-498. https://doi.org/10.1093/elt/ccad031

• Ramos-Leiva, L. , Pérez Miranda, L. & Riquelme-Sanderson, M. (2021). Social Justice in the Preparation of English Language Teachers. Mextesol journal, 45(2), 2. http://files.eric.ed.gov/fulltext/EJ1295026.pdf

• Ramos-Leiva, L., Quintana-Lara, M., Díaz-Larenas, C., Tagle-Ochoa, T., Riquelme-Sanderson, M., & Alarcón-Hernández, P. (2022). La ansiedad hacia la evaluación en el aprendizaje del inglés como lengua extranjera en estudiantes de enseñanza media. Lenguas Modernas, (59), p. 9–29. https://revistahistoriaindigena.uchile.cl/index.php/LM/article/view/67931

• Riquelme-Sanderson, M., Longoria, A. (2023). LGBTQ+ Language Teacher Educators’ Identities and Pedagogies: Testimonio and Duoethnography. Rupkatha Journal 15 (1), 1-23. https://rupkatha.com/v15n107/

• Reyes-Rojas, J., & Barahona, M. (2021). Aprender a ense˜nar en tiempos de COVID: Una taxonomía de dificultades tecnológicas vividas por estudiantes de pedagogía en inglés. Revista Internacional De Pedagogía E Innovación Educativa, 2(1), 49–72. https://doi.org/10.51660/ripie.v2i1.86

• Romero, G. (2023) Novice teachers in Chile: ELT teaching capability development and social (in)justice awareness in educational marginalization, Critical Inquiry in Language Studies, DOI: 10.1080/15427587.2023.2240459

• Veliz, L., & Véliz-Campos, M. (2023). Multimodality as a “third space” for English as an additional language or dialect teaching: early career teachers’ use and integration of technology in culturally and linguistically diverse classrooms. Educational Review, 1-15.

• Villablanca, P. (2023). Pre-service and in-service teachers’ cognitions about pronunciation instruction: a cross-sectional study in the Chilean context. PhD Thesis, King’s College London. Retrieved from: https://kclpure.kcl.ac.uk/portal/en/studentTheses/pre-service-and-in-service-teachers-cognitions-about-pronunciatio

366 papers and counting!