11th RICELT Newsletter

Dear RICELT community,

It has been a while since our last newsletter, but without a doubt, 2024 was a busy year for us, and for you!

Below, you’ll find a brief update on what we did, what we are doing, and what’s next. We also have included a list of all the additions to our research archive, adding 76 (yes, you read that right!) publications, including a book, several book chapters, and multiple journal articles in both national and international outlets.

10th Year Anniversary Conference

More than 100 academics, pre-service and in-service teachers, academics and researchers met on the 2nd June at Pontificia Universidad Católica de Valparaíso to celebrate the 10th Anniversary of our network.

See more on our website including the recording of the two discussion panels with pre-service and in-service teachers, early career and experienced researchers.

DECENTRING ELT: CONNECTING REGIONAL LEARNING COMMUNITIES IN LATIN AMERICA

We are working with colleagues in Argentina, Brazil and Chile to produce a new set of infographics on ELT Research in Latin America. Find out more about our project here.

DECENTRING ELT: CONNECTING REGIONAL LEARNING COMMUNITIES IN LATIN AMERICA

We also took part in the Global Decentring Week, supported by the Hornby Trust. If you missed out, or want to review it, please check this link.

6th RICELT Biannual Conference

We are excited to announce that our 6th RICELT Biannual Conference will be hosted by Pontificia Universidad Católica de Chile on Saturday 7th June (Campus San Joaquín). Find all details, including the call for papers for poster, oral and panel presentations, and call for reviewers on our website.

Latest additions to our archive

This year, we have broken records! Since our official update, we have added 76 new publications to our database, including journal articles, book chapters and one book. Congratulations to all the ELT research community in Chile.

We have now reached 446 references!

If yours isn’t featured, please let us know at redicelt@gmail.com and we’ll add it. We also receive undergraduate and postgraduate dissertations (MA and PhD).

• Anabalón Schaaf, R.(2024). Unveiling the historical foundations of English language education in Chile: A legacy of inequality. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 120-133). Routledge.

• Arancibia, M. C., & Asenjo, N. (2024). Transformative teaching practices in the English language classroom: A dialogic perspective towards teachers’ narratives. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile. (pp. 150-163). Routledge.

• Arellano, R. (2024). Promoting multilingual and multimodal literacy discourses: From silence to advocacy in Chilean EFL teacher education. Reimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners, 97.

• Asenjo, N. and Yancovic-Allen, M. (2024). Chilean English Language Teachers Transforming Their Beliefs and Practices Through Reflection. Profile: Issues in Teachers’ Professional Development, 26(2), 43–57. https://doi.org/10.15446/profile.v26n2.108568

• Avello, D., & Muñoz, C. (2025). Exploring young L2 learners’ perceptions of their viewing experience with captioned animated cartoons. Research Methods in Applied Linguistics, 4(1), 100174.

• Barahona, M., Darwin, S., Durán-Castro, M., & Lobos Stevens, C. (2024). Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2356429

• Barahona, M., & Ibaceta-Quijanes, X. (2024). Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility. Teachers and Teaching, 30(2), 166-180.

• Barahona, M., David, V., Guzmán, M. C. Ó., Pavez, N., Salas, C., & Stöckel, P. (2025). Embracing Dialogic Feedback in Chilean Efl Teacher Education: A Self-Study of Teacher Educator Practices. In Golombek, P., Johnson, K., and Rieker, J. (Eds). Transformative L2 Teacher Education Innovations (pp. 203-227). Routledge.

• Barger, C., Toro, M. M. U., Balbontín-Alvarado, R., & Muñoz, B. C. M. Democratising teacher education through community-engaged teaching: Addressing the theory–practice divide. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 13-28). Routledge.

• Barrios Bulling, T., & Guzmán, N. G. (2020). Suggestions to Increase Oral Participation in an at-risk Chilean Public Primary EFL Classroom. Arab World English Journal (AWEJ), 11(1).

• Bachler R, Segovia-Lagos P and Porras C (2023) The role of emotions in educational processes: the conceptions of teacher educators. Front. Psychol. 14:1145294. https://doi.org/10.3389/fpsyg.2023.1145294

• Birkner, V., & Cortez-Seitz, T. (2024). ELT textbook adaptation as a tool for social justice in disadvantaged schools: Empowering marginalised students. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 177-190). Routledge.

• Burgos, E. G. (2024). Is English teacher preparation in Chile culturally relevant? A critical analysis of course structures. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 105-119). Routledge.

• Cancino, M., & Viguera, C. (2024). The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a Chilean primary EFL school. Revista de Lingüística y Lenguas Aplicadas, 19, 33–43. https://doi.org/10.4995/rlyla.2024.19932

• Cancino, M., & Gonzalez, N. (2023). Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners. Journal of Language and Education, 9(4), 31–45. https://doi.org/10.17323/jle.2023.16303

• Cancino, M. (2023). Topic interest increases L2 incidental vocabulary learning and effective dictionary look-up behaviour. Learning and Motivation, 83, 101920. https://doi.org/10.1016/j.lmot.2023.101920

• Cancino, M., & Nuñez, I. (2023). EFL Teachers’ Perceptions Towards Multicultural Classrooms: The Role of Intercultural Sensitivity in Developing Intercultural Communicative Competence. REFLections, 30(3), 620–646. https://doi.org/10.61508/refl.v30i3.267833

• Cancino, M., & Tomicic, N. (2023). English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean Learners with Autism Spectrum Condition: An Exploratory Study. Teaching English as a Second or Foreign Language–TESL-EJ, 26(4), 1–28. https://doi.org/10.55593/ej.26104a12

• Carabantes, L. (2024) ‘It’s like English is given more emphasis than the topic’: Designing Materials in English Language Teacher Education. TESOL Quarterly. https://doi.org/10.1002/tesq.3353

• Carcamo, B., & Carmona, C. (2024). Improving EFL students’ multimodal literacy through infographics. ELT Journal, ccae049.

• Carbonne, Soffía, & de la Barra-Van Treek, E. (2024). Introducing Cooperative Learning for ELT in Chile: Two Teachers’ Perceptions and Use. REXE- Revista De Estudios Y Experiencias En Educación, 23(51), 391–408. https://doi.org/10.21703/rexe.v23i51.1744

• Durbahn, M. (2019). Adquisición incidental de vocabulario a partir de la visualización documental: un estudio sobre el papel de los subtítulos. Arboles Y Rizomas, 1(1), 75-96. https://doi.org/10.35588/ayr.v1i1.3776

• Durbahn, M., Rodgers, M., Macis, M., & Peters, E. (2024). Lexical coverage in L1 and L2 viewing comprehension. Studies in Second Language Acquisition, 1–24. https://doi.org/10.1017/S0272263124000391

• Epperson, M. (2024). Chilean ELT teachers’ strategies for selecting texts in vulnerable learning contexts. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 164-176). Routledge.

• Epperson, M., & Páez, A. Chilean pre-service teachers’ perceptions of English in ‘vulnerable’schools: Finding a purpose for English. In Veliz, L., Barahona, M., & Darwin, S. (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 43-56). Routledge.

• Farias, M., & Glas, K. (2024). Critical environmental literacy in language teacher education: Eco-journals and green textbook analysis. Reimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners, 79.

• Gerigk, K. F. (2023). Review. CQPweb, BNClab, and CorpusMate and their application to the DDL classroom. Árboles y Rizomas, 5(2), pp.144-150. Doi: https://doi.org/10.35588/ayr.v5i2.6408

• Glas, K., Catalán, E., Donner, M., & Donoso, C. (2023). Designing and providing inclusive ELT materials in times of the global pandemic: A Chilean experience. Innovation in Language Learning and Teaching, 17(1), 114-129.

• Inostroza, M.-J., Perez-Villalobos, C. & Tabalí, P. (2024). Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language. Education Sciences,14(3), 262. https://doi.org/10.3390/educsci14030262

• Lasekan, O.A. (2019). How well prepared are Chilean beginning English teachers to meet job demands in English language teaching industry?. Journal of Entrepreneurship Education, 22(6).

• Lakesan. O.A, Moraga. A, Quezada, C.,  &  Alvarez, B. (2020). Precarious employment in the Chilean English language teaching industry. Universal Journal of Educational Research, 8(11B), 6000-6013.

• Lara-Morales, P., & Ramos-Gálvez, C. (2024) Culturally responsive teaching: Pre-service English language teachers’ challenges and opportunities in the pursuit of transformative practice. In L. Veliz, M. Barahona & S. Darwin. (Eds.). Critiquing the Teaching and Learning of English in Chile, (pp.89-104). Routledge

• López, M. M., & Lara Morales, P. R. (2021). From Global South to Global North: Lessons from a Short-Term Study Abroad Program for Chilean Teacher Candidates in English Pedagogy. Journal of Research in Childhood Education, 35(2), 248–267. https://doi.org/10.1080/02568543.2021.1880997

• Marchant Orellana, C., & Torrico, E. (2024). A novel approach to teach grammar in chilean state schools: from a traditional to a communicative approach. Revista Brasileira de Linguística Aplicada 23(2). Pp. 1-18. https://doi.org/10.1590/1984-6398202321248

• Martin, A., Rosas-Maldonado, M., Sepulveda-Escobar, P., & Alvear Aranha, E. (2024). An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic. Professional Development in Education, 1-18.

• Matus-Alarcón, F., & Roblero-Rojas, V. (2022). Percepción de los docentes de inglés en la transición de enseñanza presencial a modalidad completamente remota. IPSA Scientia, Revista científica Multidisciplinaria, 7(1), 26-37. https://doi.org/10.25214/27114406.1289

• Moya-Santiagos, P., & Rojas, T. C.(2024). The crucial role of English language teachers’ mentors’ school experiences in ELT programmes: A critical duoethnographic narrative to re-conceptualise teacher education. In L. Veliz, M. Barahona & S. Darwin

  (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 29-42). Routledge.

• Peña‐Pincheira, R. S., & De Costa, P. I. (2021). Language teacher agency for educational justice–oriented work: An ecological model. TESOL Journal, 12(2), e561.

• Pinilla-Portiño, N. (2024). The discursive representation of an English Bilingual Programme in a Chilean industrial borough: What is it? And what does it mean, to whom?. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 191-205). Routledge.

• Quintana-Lara, M., Ramos-Leiva, L., Díaz-Larenas, C., Riquelme-Sanderson, M., & Tagle-Ochoa, T. (2023). Percepciones de estudiantes en secundaria hacia las tareas evaluativas en la asignatura de inglés. MEXTESOL Journal, 47(3), 1-15. https://www.mextesol.net/journal/index.php?page=journal&id_article=46461

• Lara, M. Q., Leiva, L. R., Larenas, C. D., Ochoa, T. T., Sanderson, M. R., Hernández, P. A., & Gutiérrez, J. L. (2022). Conciencia metacognitiva, estilos cognitivos y rasgos de personalidad en la formación y profesorado de inglés. DUCERE. Revista de Investigación Educativa, 1(1), e202213-e202213.

• Pinter, A., Butler, Y. G., Sherwin, H., Tabali, P., Mathew, R., & Peng, X. (2024). Language learning ‘in the wild’: Children playing online games in English. British Council. https://doi.org/10.57884/MVA5-R844

• Riffo Salgado, P. (2024). EFL preservice teachers’ professional identity dilemmas during the last-stage practicum: The case of Chile. (2024). TESOL in Context, 32(2), 41-61. https://doi.org/10.21153/tesol2024vol32no2art1939

• Riffo-Salgado, P. Pre-service teachers and inclusive ELT practices in Chile’s changing educational landscape. In L. Veliz, M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 72-88). Routledge.

• Riquelme Sanderson, M.l & Ramos-Leiva, L. & González-Estay, C. (2024). Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers’ practices from Northern Chile. International Journal of Applied Linguistics. 1-16. https://doi.org/10.1111/ijal.12546

• Riquelme-Sanderson, M., Pereira-Palomo, H., Chamorro-Arenas, J., & Castillo-Fuentes, R. (2023). INNOVACIÓN EDUCATIVA EN EDUCACIÓN SUPERIOR: TEXTO Y MULTIMEDIA PARA LA ENSEÑANZA DEL INGLÉS CON PERTINENCIA LOCAL Y PROFESIONAL. Lenguas Modernas, (62).

• Riquelme-Sanderson, M., & Torrico-Ávila, E. (2023). La enseñanza del inglés como una propuesta para la revitalización de las lenguas indígenas chilenas. Estudios Pedagógicos, 49(3), 147–163. https://doi.org/10.4067/S0718-07052023000400147

• Riquelme Sanderson, M , & Pereira, H. (2024). Visual literacy in the Chilean EFL classroom: Portraying learners’ regional culture and identity. Reimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners, 53.

• Riquelme-Sanderson, M. (2025). LGBTQ+ in Chile: What is ELT doing to acknowledge and include the traditionally excluded? In E. López-Medina, G. Beacon, M., Quintero, & X. Sotelo (Eds.), Queer studies in ELT (pp. 185-207). Brill.

• Romero, G. (2024). Establishing an Inclusive TESOL Research Community in Chile. In: Curtis, J.H., Uştuk, Ö. (eds) Building a Culture of Research in TESOL. Educational Linguistics, vol 64. Springer, Cham. https://doi.org/10.1007/978-3-031-62142-0_6

• Romero, G. (2024). School and social educational vulnerability in Chile: experiences and preparedness of novice teachers of English. Teachers and Teaching, 30(2), 195-207.

• Romero Karlsson, G., & Barahona, M. A. (2024). Exploring literary competences in EFL preservice teachers’ pedagogical proposals. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2406140

• Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher motivation and burnout of English-as-a-foreign-language teachers: do demotivators really demotivate them?. Frontiers in psychology, 13, 891452.

• Sato, M., & Cárcamo, B. (2024). Be(com)ing an Educational Researcher in the Global South (and Beyond): A Focus on the Research-Practice Relationship. Educational Researcher, 0(0). https://doi.org/10.3102/0013189X241231548

• Sepulveda-Escobar, P. (2024). The need to warrant attention to Chilean English language teacher educators’ professional development and learning. In S. Troudi & O. Mazandarani (Eds.), Confronting Challenges in English Language Teacher Education. Global Innovations and Opportunities (pp.9-25). Routledge.

• Silva, L. A., & Bravo, D. C. (2024). Challenging beliefs for conscientisation: Critical Pedagogy and English language teaching. In  Veliz,M. Barahona & S. Darwin. (Eds.)  Critiquing the Teaching and Learning of English in Chile.(pp. 137-149). Routledge.

• Soto-Sierra, V., & Ferreira, R. A. (2024). The influence of cross-language similarity and transparency on idiom knowledge in non-immersed L2 speakers. System, https://doi.org/10.1016/j.system.2024.103287

• Tabali, P.  & Monasterio, D. (2024) Pre-Service Teacher Mentors’ Perceptions Regarding Their Role and Preparation for Mentoring in Chile. Íkala Revista de Lenguaje y Cultura 29(2), p. 1-10.

• Tabali, P. & Pinter, A. (2025) Exploring young Chilean learners’ ‘thick’ voices about English language learning. A longitudinal participatory approach. Language Teaching for Young Learners.https://doi.org/10.1075/ltyl.23022.tab

• Tagle, T., Díaz, C., Etchegaray, P., Alarcón, P., Quintana, M., & Ramos, L. (2020). Lesson planning: What types of professional knowledge are activated by Chilean pre-service EFL teachers. Electronic Journal of Foreign Language Teaching, 17(1), 258-271.

• Tagle, T., Etchegaray, P., Díaz, C., Ortiz, M., Quintana, M., & Ramos, L. (2024). How Do In-Service EFL Teachers Assess Student Language Learning? Analysis of English Assessment Instruments Used in Chilean Secondary Schools. ELOPE: English Language Overseas Perspectives and Enquiries, 21(1), 111-127. https://doi.org/10.4312/elope.21.1.111-127

• Valenzuela Giovanetti, E. (2021). “Microenseñanza entre estudiantes universitarios: vinculación entre alumnos de primer y tercer año de pedagogía en inglés y reflexión de desempeño a través del video”. Zona Proxima, 35, 86-105.

• Vega-Abarzúa, J., Morales, M., Olivo, C., Rubilar, F. and Gutiérrez-Turner, E. (2025). Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program. Profile: Issues in Teachers’ Professional Development, 27(1), 133–150. https://doi.org/10.15446/profile.v27n1.115643

• Veliz, L. (2024). Exploring discursive positionings and negotiations of gender diversity in English language teaching through the lens of critical pedagogy. The Educational Forum. https://doi.org/10.1080/00131725.2024.2340693ß

• Veliz, L., Barahona, M., & Darwin, S. (Eds.). (2024). Critiquing the Teaching and Learning of English in Chile: Challenges and Opportunities for Transformative Practice (1st ed.). Routledge. https://doi.org/10.4324/9781003482550

• Veliz, L., Barahona, M., & Darwin, S. Navigating the challenges and opportunities for equipping pre-service English language teachers for diverse classrooms.In  Veliz,M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile, 57-71.

• Véliz-Campos, M., Roa, F. & Veliz, L  (2024).. On the portrayal of indigenous peoples in English language teaching coursebooks used in Chile: a critical visual literacy/socio-semiotic study. Asian. J. Second. Foreign. Lang. Educ. 9, 45. https://doi.org/10.1186/s40862-024-00268-y

• Veliz, L., Barahona, M., & Darwin, S. (2024) Afterword charting the path forward: Teacher education, practice, and pedagogy. In  Veliz,M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 220-225). Routledge.

• Veliz, L., & Polanco, M. (2025). Pedagogical efforts for inclusion and social justice: Integrating multimodal resources in multilingual and multicultural classrooms in Chile. In Computer-Assisted Language Learning in the Global South (pp. 63-78). Routledge.

• Véliz-Campos, M., Cerda-Oñate, K., Biedroń, A., Rojas-Barahona, C. A., & Veliz, L. (2024). On the effects of L2 aptitude, phonological short-term memory, and L2 motivation on L2 listening performance. Neofilolog, (63/1), 100–119. https://doi.org/10.14746/n.2024.63.1.7

• Véliz-Campos, M., & Ehlers-Zavala, F. P. (2024). A critical overview of foreign language education in Chile: policies and linguistic hegemony. Multiculturalism and multilingualism in education: Implications for curriculum, teacher preparation and pedagogical practice, 5, 40.

• Walper, K., Pinuer, N. & Velásquez, C. (2024) Developing Chilean EFL Pre-Service Teachers’ Professional Oracy in Simulated Co-Teaching Practice Sessions. In Siepmann, P., Reckermann, J. & Matz, F. (Eds.). Oracy in English Language Education: Insights from Practice-Oriented Research. pp 189–212. Springer. https://doi.org/10.1007/978-3-031-59321-5_11

• Weinmann, M., Neilsen, R., Veliz, L., & Naveas, A. (2024). Malabarismo de identidades: Interpretando prácticas profesionales transnacionales en colegios chilenos. Pensamiento educativo, 61(3).

• Yilorm, Y. & Martínez, E. (2022). “Ludicidad y aprendizaje del inglés: Voces de niñas y niños socialmente vulnerados” en “Educación y nueva Constitución. Repensar lo educativo”. (Romero, M. & Tenorio, S. 2022). Fondo Editorial UMCE CLACSO.  https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/169522  

• Yilorm Barrientos, Y., & Rivera, A. G. (2024) Social–emotional learning in disadvantaged school contexts: Voices from EFL teachers in the ‘South’. In  Veliz,M. Barahona & S. Darwin (Eds.). Critiquing the Teaching and Learning of English in Chile.(pp. 206-219). Routledge.

• Yilorm, Y. & Martínez, E. (2023). Situación de Vulnerabilidad Social y Construcción de Aprendizajes en la Infancia: Percepciones de Profesores de Inglés que ejercen en Escuelas Públicas Chilenas. Revista Interciencia. Vol 48, N°1, p. 59-65.   https://www.interciencia.net/wp-content/uploads/2023/02/08_6927_Com_Yilorm_v48n1_7.pdf

446 papers and counting!