Since our last newsletter, back in January 2022, we have added 29 publications to our archive. 

Are we missing something? Let us know by sending us an e-mail at redicelt@gmail.com, or a PM on Facebook or Twitter. We are particularly interested in undergraduate, master and PhD theses.

Check the full list here (338 items and counting!). 

1. Anabalon Schaaf, R. (2022). The pedagogy of love: a register of precarised English teachers in Chile. International Journal of the Sociology of Language, 2022(276), 15-39. https://doi.org/10.1515/ijsl-2021-0095

2. Arellano, R. & Nanetti, V. (2021). How to teach (applied) linguistics from the EFL teacher trainee’s perspective. English Language Teacher Education and Development journal (ELTED), 24, 72-80. http://www.elted.net/uploads/7/3/1/6/7316005/0_article_6_arellano___nanetti_2021.docx__1_.pdf

3. Arellano, R. (2022). Errores orales producidos por profesores de inglés chilenos en formación ¿qué esperar de su competencia lingüística? Actas de la V Jornada de Jóvenes Lingüistas (pp. 1-10). Argentina: Universidad de Buenos Aires. http://eventosacademicos.filo.uba.ar/index.php/JLL/VJJL/paper/viewFile/6644/3970

4.  Arias-Contreras, C. (2022). Teaching Language and Content in Chilean Vocational Education Training (VET) Schools: Exploring the Perspectives of Industry Professionals and EFL Teachers. In Christison, A., Crandall, J, and Christian, D. (Eds.) Research on Integrating Language and Content in Diverse Contexts (pp. 110-125). Routledge.

   Astorga, E., & Bahamondes, P. (2021). Grammaring, its effects on oral performance among EFL beginner-level learners in Higher Education. Canadian Center of Science and Education, 14 (10), 130 – 142. DOI:  https://doi.org/10.5539/elt.v14n10p130

5. Barahona, M. & Ibaceta-Quijanes, X. (2022). Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility, Teachers and Teaching, DOI: 10.1080/13540602.2022.2062726

6. Barahona, M. & Toledo-Sandoval, F. (2022) Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie, Journal of Language, Identity & Education, DOI: 10.1080/15348458.2022.2075875

7. Baker, T., Montoya, K., Odu, P. and Villegas, C. (2021). Collaborative Development and Testing of a Textbook Evaluation Instrument. WAESOL Educator. 47(1). https://waesol.org/wp-content/uploads/2022/01/Collaborative-Development-and-Testing-of-a-Textbook-Evaluation-Instrument-by-Thomas-Baker-Kathy-Montoya-Paddy-Odu-Carola-Villegas.pdf 

8. Carabantes, L. and Paran, A. (2022). ‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education. TESOL J. https://doi.org/10.1002/tesq.3102

9. Carabantes, L. and Paran, A. (2022), “I Preferred to Take Another Activity From the Textbook”: An Activity–Theoretical Study of Learning to Design Language Teaching Materials. The Modern Language Journal. https://doi.org/10.1111/modl.12803

10. Cárdenas-Claros, M. & P. Dassonvalle, K. (2022). A first step to task design in computer-based L2 listening: Task characteristics elicitation. In Colpaert & Stockwell (eds). Smart CALL. (pp. 266-292) Castletown publications.

11. Cárdenas-Claros, M (2022). Computer-based L2 listening. In Coombe & Mohebbi (Eds). Research Questions in Language Education and Applied Linguistics. (pp. 615-620). Springer: Berlin

12. Cárdenas-Claros, M, Campos-Ibaceta, A. &, Vera, J. (2021). Listeners’ patterns of interaction with help options: towards empirically-based pedagogy. Language Learning & Technology. 25(2), 111-134

13. Jaramillo-Yanquepe,  C.  (2022).  A  synthesis  of EFL  research  in  Chilean  high  schools:  Research shortage or research opportunities? Profile: Issues in Teachers’ Professional Development, 24 (1), 227–246. https://doi.org/10.15446/profile.v24n1.9215

14. Lizasoain, A. (2021). Perfil del profesor de inglés en Chile: quién es y qué enseña. Educar, 57(1), 0189-205.https://doi.org/10.5565/rev/educar.1150

15. Martínez, C. B., & Zurita, M. J. M. (2020). Improving Intelligibility and Pronunciation Through Phonics Instruction for 5th Grade EFL Learners of Chilean Public Schools. Sino-US English Teaching, 17(2), 43-57. doi:10.17265/1539-8072/2020.02.001

16. Moraru, M. (2022). El reconocimiento como profesor de inglés: una exploración de las experiencias de estudiantes en práctica intermedia. Pensamiento Educativo, Revista De Investigación Latinoamericana (PEL), 59(1). https://doi.org/10.7764/PEL.59.1.2022.5 (Original work published 28 de abril de 2022)

17. Morrison, A., & Sepulveda-Escobar, P. (2022). Chilean English as a Foreign Language Teacher Educators’ Conceptions and Practices of Online Assessment. RELC Journal. https://doi.org/10.1177/00336882221079059

18. Poblete, J. L. (2015). Review of Clear Speech: Pronunciation and listening comprehension in North American English by Judy Gilbert. Journal of the International Phonetic Association, 45(3), 313–314. http://doi.org/10.1017/S0025100315000201

19. Poblete, J. L., Gunn, N., & González, X. (2017). The perception of accent in nonnative speakers of English: A case of identity. Revista Akadèmeia, 16(2), 101–127. https://revistas.ugm.cl/index.php/rakad/article/view/158/163

20. Rodríguez Clavero, R. (2022). The Sociocultural Factors Influencing Chilean EFL Teachers to Sit for Language Proficiency Examinations. Cambridge Open Engage. https://doi.org/10.33774/coe-2022-jxlpl 

21. Romero, G. (2022). The Neoliberal Blow to English Language Teaching: Deconstructing the Teacher Academy Program in Chile. In: Jalalian Daghigh, A., Mohd Jan, J., Kaur, S. (eds) Neoliberalization of English Language Policy in the Global South. Language Policy, vol 29. Springer, Cham. https://doi.org/10.1007/978-3-030-92353-2_2

22. Romero, G. (2022). School and social educational vulnerability in Chile: experiences and preparedness of novice teachers of English. Teachers and Teaching. DOI: 10.1080/13540602.2022.2062718

23. Rosas, C. (2022). Teaching Didactic Academic Writing in the EFL Context. Academia Letters, Article 5112. https://www.academia.edu/76876952/Teaching_Didactic_Academic_Writing_in_the_EFL_Context

24. Sepulveda-Escobar P. (2020). Bringing to Light English Language Teachers’ Voices for Continuous Professional Learning in Chile. In: Troudi S. (eds) Critical Issues in Teaching English and Language Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-53297-0_10

25. Sepulveda-Escobar, P.  (2022).  ESOL teacher educators’ learning initiatives and perceived learning needs: still a pending task. Journal of Education for Teaching. DOI: 10.1080/02607476.2022.2038517

26. Singer, N., Poblete, J. L., & Velozo, C. (2021). Design, implementation and evaluation of a data-driven learning didactic unit based on an online series corpus. Literatura y Lingüística, 43, 391–420. https://doi.org/10.29344/0717621x.43.2785

27. Tagle Ochoa, T., Etchegaray Pezo, P., Díaz Larenas, C., Alarcón Hernández, P., & Ortiz Navarrete, M. (2022). Representaciones metafóricas sobre la evaluación en el aprendizaje y la enseñanza del inglés que poseen estudiantes de pedagogía y profesores noveles chilenos. Pensamiento Educativo, Revista De Investigación Latinoamericana (PEL), 59(2). https://doi.org/10.7764/PEL.59.2.2022.12

28. Yilorm Barrientos, Y., Martínez, E., Silva Dominguez, B., & Alarcón, N. (2022). Movimiento corporal y aprendizaje del inglés: Significados afectivos de los infantes. Revista ProPulsión, 4(1), 123–140. https://doi.org/10.53645/revprop.v4i1.81