Publications on the Chilean ELT context

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Updated 06.11.2020

This section includes articles, books, book chapters, book reviews, and handbooks.
If you know a publication which is not listed here, please e-mail us at redicelt@gmail.com its full reference in APA 6th edition.

  1. Abrahams, M. J., & Farías, M. (2011). Struggling for Change in Chilean EFL Teacher Education. Colombian Applied Linguistics Journal, 12(2), 110-118.
  2. Abrahams, MJ., & Silva, P. (2016). The Career Trajectories of English Language Teachers. In P. Haworth & C. Craig (Eds.), The Career Trajectories of English Language Teachers (pp. 141-150). Oxford: Symposium Books.
  3. Abrahams, MJ., & Silva, P. (2017). What happens with English in Chile? Challenges in Teacher Preparation. In Kamhi-Stein, L., G. Díaz Maggioli, L. . de Oliveira (Eds), English language Teaching in South America. Policy, Preparation and Practice. (pp. 109-122). Multilingual Matters. ISBN 9781783097968.
  4. Acosta, H. & Yilorm, Y. (2016). El proceso de enseñanza aprendizaje en la lengua inglesa bajo el enfoque focal skills en escuelas públicas chilenas. Revista Atenas. Vol. 1, N°33 http://atenas.mes.edu.cu
  5. Alarcón, P, J. Hernández, J. Vergara, C. Díaz, D. Poveda.  (2015). Análisis de creencias sobre el rol docente en estudiantes de pedagogía en inglés chilenos a través de la metáfora conceptual.In Folios, 42(2), 161-177.
  6. Alarcón, P., Díaz, C., Tagle, T., Ramos, L., & Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos. Actualidades Investigativas en Educación, 14(2), 1-31. Retrieved on March 22, 2015, from http://revista.inie.ucr.ac.cr/uploads/tx_magazine/metaforas-profesor-estudiante-pedagogia-alarcon.pdf
  7. Aliaga, L., Inostroza, M-J, Rebolledo, P, Romero, G, & Tabali, P. (2015). RICELT: Creating a research community in Chilean ELT. ELT RESEARCH. January 2015(30), pp.34-35.
  8. Aliaga-Salas, L. (2017). Teacher educators’ voices on undergraduate TEFL curriculum innovation in Chile (T. Pattison, Ed.). In IATEFL 2016 Birmingham conference selections (pp. 51-53). Faversham: IATEFL.
  9. Aliaga-Salas, L. (2019). Curriculum change in language teacher education: what does it take? (T. Pattison, Ed.). In IATEFL 2018 Brighton Conference selections (pp. 232-233). Faversham: IATEFL.
  10. Aliaga Salas, L. & Ončevska Ager, E. (Eds.). (2020). Creating Quiet Reflective Spaces: Language Teacher Research as Professional Development. Faversham: IATEFL. Retrieved from: http://resig.weebly.com/uploads/2/6/3/6/26368747/creating_quiet_reflective_spaces.pdf?fbclid=IwAR01RLKZQVeyKa65eqEY88Vi74iK0ab8RqRpjh4sil1Xadb8fNoJvjvbCmY
  11. Alvarado, M, Neira, M., Westmacott, A. (2019). Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities. Iranian Journal of Language Teaching Research 7(3), pp. 53-70. Retrieved from: http://ijltr.urmia.ac.ir/article_120736_30e5008c0b7750e5e20c0b0301e0997e.pdf 
  12. Anabalón, C., Casanova, F. , & Molina, S. (2016). The English level as a foreign language in 203 students (in the areas of economy, health, education and engineering) who form part of 9 undergraduate programmes, at Bío-Bío University in Chillán. The Language, Education and Culture Journal, 3(1).
  13. Arancibia, M.C. & Sadlier, S. (2018). The development of advanced academic writing in collegiate second language immersion programs: a genre – based approach. European Journal of Foreign Language Teaching, 3(4). Retrieved 21/09/2018, from https://www.researchgate.net/publication/327777312_European_Journal_of_Foreign_Language_Teaching_THE_DEVELOPMENT_OF_ADVANCED_ACADEMIC_WRITING_IN_COLLEGIATE_SECOND_LANGUAGE_IMMERSION_PROGRAMS_A_GENRE-BASED_APPROACH_i
  14. Arancibia, B., Diaz, C, and Tapia, M. 2011. La enseñanza y aprendizaje del inglés como lengua extranjera: aproximaciones desde la investigación. Concepcion: Red Internacional del Libro (RIL).
  15. Aravena, Erick , Castro, Juan Luis, Gedda, Oriana , & Peñaloza, Raquel (2016). Anxiety in English oral test performance. The Language, Education and Culture Journey, 3(1).
  16. Archanjo, R., Barahona, M. & Finardi, K. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colomb. Appl. Linguistic. J., 21(1), pp. 62-75
  17. Arellano, R. (2018). A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second language in Chile. Revista Actualidades Investigativas de Educación. 18(1), pp.1-19. DOI: https://doi.org/10.15517/aie.v18i1.31807
  18. Arellano, R., Masykar, T., & Almulhim, A. (2018). The Rationale for A Proposal for English Language Education: The Experience of Developing a Curriculum to Teach English for Young Learners. In S, Chan, R. Mulyany, H. Fahlevi, H. Basri, M. Arfan & T. Masykar (Eds.), Advances in Social Sciences, Education and Humanities Research: Proceedings of the 1st Aceh Global Conference 2018 (pp. 179-185). Banda Aceh, Indonesia: Atlantis Press.https://www.atlantis-press.com/proceedings/agc-18/5591104
  19. Arellano, R. (2019). Learning discourse analysis from a TESOL perspective. English Australia Journal, 35(2), 35-44. Retrieved from: https://www.englishaustralia.com.au/documents/item/767
  20. Arraño, C. (2015) Chile and its recent migration flows in a globalized world. Are we actually pulling or pushing population? The LEC Journal 2(1). ISSN 0719-497
  21. Astorga Cabezas, E. D. (2015). The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening. Higher Learning Research Communications, 5(2), 34-56. http://dx.doi.org/10.18870/hlrc.v5i2.236
  22. Baitman, B., & Véliz Campos, M. (2013). A comparison of oral evaluation ratings by native English speaker teachers and non-native English speaker teachers. Literatura y lingüística, (27), 171-200. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112013000100010&lng=en&tlng=en.10.4067/S0716-58112013000100010.
  23. Bañados, E. (2006) “A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment.” Calico Journal 23(3): 533-550.
  24. Arévalo, F., Briesmaster, M. (2018). “Claim – Support – Question” Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. Profile: Issues in Teachers´ Professional Development, [S.l.], p. 143-160, july 2018. ISSN 2256-5760. https://doi.org/10.15446/profile.v20n2.63554.
  25. Barahona, M. (2014) Pre-service teachers’ beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology. Moscow, Russia.http://psyjournals.ru/authors/67576.shtml
  26. Barahona, M. (2014). Exploring the curriculum of second language teacher education (SLTE) in Chile: A case study. Perspectiva Educacional, 53(2), 45-67.
  27. Barahona, M. (2015) Contradictions in the Activity of Learning to Teach English in Chile.” Cultural-historical Approach : Educational Research in Different Contexts.Porto Alegre: EDIPUCRS, 2015. pp.73-98
  28. Barahona, M. (2015). English Language Teacher Education in Chile: A cultural historical activity theory perspective. Routledge.
  29. Barahona, M. (2016). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.. education policy analysis archives, 24, 82. doi:http://dx.doi.org/10.14507/epaa.24.2448
  30. Barahona, M. (2017). Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration. Australian Journal of Teacher Education, 42(12).  Retrieved from http://ro.ecu.edu.au/ajte/vol42/iss12/9
  31. Barahona, M. (2018). Trends in Teacher Development Programs. The TESOL Encyclopedia of English Language Teaching. 1–14.
  32. Barahona, M., & Ibaceta-Quijanes, X. (2019). Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context. RELC Journal. https://doi.org/10.1177/0033688219847315
  33. Barahona, M. (2019). What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum. Journal of Education for Teaching, 45(3), 262-276. doi:10.1080/09589236.2019.1599509
  34. Barahona, M., & Ibaceta-Quijanes, X. (2019).La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: un estudio de caso en Chile. IKALA, 24(3). doi: 10.17533/udea.ikala.v24n03a03
  35. Barraza, J. V. (2014). Using interactive graphical and technological strategies for EFL reading comprehension: A case study involving engineering students. Colombian Applied Linguistics Journal, 16(1). 29-39.
  36. Baynham, M. (1983). Mother tongue materials and second language literacy. ELT Journal, 37(4), 312-318.
  37. Blasquez, F. B., & Tagle, T. (2010). Formación docente: un estudio de las creencias de alumnos y profesores sobre el proceso de enseñanza y aprendizaje del inglés. Revista Iberoamericana de Educación, (54/4). http://www.rieoei.org/deloslectores/3551Blazquez.pdf
  38. Briesmaster, M. y Etchegaray, P. (2017). Coherence and cohesion in EFL students’ writing production: The impact of a metacognition-based intervention. Íkala, Revista de Lenguaje y Cultura, 22(2), 177-196.
  39. British Council (2015). English in Chile: An examination of policy, perceptions, and influencing factors. In English in Latin America: An examination of policy and perceptions of seven countries. Retrieved from https://ei.britishcouncil.org/sites/default/files/latin-america-research/English%20in%20Chile.pdf. Last Access: 15.06.15
  40. Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 15-23. https://doi.org/10.15446/profile.v20n1.66236.
  41. Burns, A., A. Westmacott, and A. Hidalgo Ferrer. (2016). Initiating an action research programme for university EFL teachers: Early experiences and responses. Iranian Journal of Language Teaching Research, 4(3), pp.55-73.
  42. Bustos Beck, M. (2007). Applied Linguistics/Learning to Read in ESL. Literatura y lingüística, (18), 233-251. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112007000100014&lng=en&tlng=en. 10.4067/S0716-58112007000100014.
  43. Bustos_Moraga, C. (2018). The Use of L1 in Teaching and Learning Vocabulary in a State-funded Chilean School. The Warwick ELTzine (15). Retrieved from: https://thewarwickeltezine.wordpress.com/2018/11/03/785/ 
  44. Calisto Miranda, S., Ulloa Salazar, G., & Díaz Larenas, C. (2018). Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools. InterSedes, 19(39). doi:http://dx.doi.org/10.15517/isucr.v19i39.34071
  45. Cancino, M. (2015). Assessing Learning opportunities in EFL classroom interaction: What can conversation analysis tell us? RELC Journal, 46(2), 115 –129
  46. Carabantes, L. (2016). Book review: English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective. English Language Teacher Education and Development (ELTED) Journal 19, pp.54-56.
  47. Carabantes, L. and A. Paran (2018). “English language teaching in South America. Policy, preparation and practices, Lia D. Kamhi-Stein, Gabriel Díaz Maggioli, Luciana C. de Oliveira (Eds.), Multilingual Matters, Bristol & Blue Ridge Summit (2017).” System: 1-3.
  48. Carabantes, L. (2018). How do preservice teachers learn to design ELT materials? Teacher Training and Education SIG newsletter, 9-11.
  49. Cárcamo, B. (2018). Types of listening comprehension promoted in the Chilean EFL textbook Global English. Colomb.appl. linguist. j., 20(1), pp. 49-61.
  50. Cárcamo Morales, Benjamín (2016). Improving performance in interaction tasks by implementing effective feedback strategies and task repetition. The Language, Education and Culture Journal, 3(1).
  51. Cárdenas Claros, M. and M. Oyanedel.(2016). Teachers’ implicit theories and use of ICTs in the language classroom. Technology, Pedagogy and Education, 25(2), pp.207-225.
  52. Cataldo López, M. (2008). Delineating Latino Student’s Reading Strategies. Literatura y lingüística, (19), 265-281. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112008000100015&lng=en&tlng=en. 10.4067/S0716-58112008000100015.
  53. Cautín, V. (2015) Análisis crítico del discurso: una discusión sobre su relevancia. The LEC Journal 2(1). ISSN 0719-497
  54. Cerna, M. (2017). Reflective innovations to overcome challenges in a Chilean action research project: my personal reflections. ELTED 20 (1). http://www.elted.net/uploads/7/3/1/6/7316005/09_cerna.pdf
  55. Charbonneau-Gowdy, P.  & Pizarro, J. (2017).  #IMHO: Extending Social Media to Promote the Development of Critical Thinking Skills of EFL Pre- Service Teachers, Proceedings of the 12th International Conference on e-Learning (ICEL), University of Central Florida, Orlando, USA, Academic Conferences Limited, p. 48-55.
  56. Charbonneau-Gowdy, P. & Cechova, I. (2017).  Blind Alleys: Capturing learner attention online and keeping it: The challenges of blended learning programs in Chile and the Czech Republic, Proceedings of the 12th International Conference on e-Learning (ICEL), University of Central Florida, Orlando, USA , Academic Conferences Limited, p. 40-47.
  57. Charbonneau-Gowdy, P. & Salinas, D. (2017). Cracking the cocoon: Promoting self-directed lifelong learning in EFL pre-service teachers in Chile through the guided use of social media tools. Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17), Polytechnic University of Valencia, Spain, p. 1371-1380. ISBN 978-84—9048-590-3.
  58. Charbonneau-Gowdy, P. (2014). Technologies for 21st Century Learning: Creating conditions for implementing sustained change in institutions of higher education in Chile. The LEC Journal 1(1). ISSN 0719-497
  59. Charbonneau-Gowdy, P. (2015). Examining the influence of social media-infused teacher education courses on pre-service teachers’ first teaching practices. Proceedings of the European Conference on Social Media, 2 (pp. 73-80). School of Accounting and Administration at the Polytechnic Institute, Porto: Portugal.
  60. Charbonneau-Gowdy, P. (2015). It takes a community to develop a teacher: Testing a new teacher education model for promoting ICT in classroom teaching practices in Chile, Electronic Journal of e-Learning, 13(4), pp. 237-249.
  61. Charbonneau-Gowdy, P. (2016). Exploring the experiences of learners in a large-scale distance language-learning program offered in countries across Latin America. Proceedings of the 11th International Conference on e-Learning, pp. 37-45. Centre Universiti Sains Islam Malaysia, Kuala Lumpur, Malaysia.
  62. Charbonneau-Gowdy, P. (2017).  Moving Outside the Box: Researching e-Learning in Disruptive Times. Electronic Journal of e-Learning, 15(1), p. 59-69.
  63. Charbonneau-Gowdy, P. Capredoni, R. Gonzalez, S. Jayo, M. J., Raby, P. (2016). Brave forms of mentoring supported by technology in teacher education. The Electronic Journal of E-Learning (EJEL),14(1), pp. 3-14.
  64. Charbonneau-Gowdy, P. Capredoni, R. Gonzalez, S. Jayo, M. J., Raby, P. (2015). Working the three T’s: Teacher education, technology and teacher identities. Proceedings of the 14th European Conference on e-Learning. Hatfield, UK.
  65. Charbonneau-Gowdy, P. Salinas, D., Pizarro, J. (2016). Moving Away from Comfort Zones: Working in community with teacher educators to promote e-learning classroom-based research. Proceedings of the 15th European Conference on e-Learning, pp.129-137. Prague, Czech Republic. Academic Conferences Limited.
  66. Charbonneau-Gowdy, Paula (2016). Telling Tales: Testing a new model of literacy development using e-readers in teacher education in Chile. The Language, Education and Culture Journal, 3(1).
  67. Charbonneau-Gowdy, P. & Chavez, J. (2018). Endpoint: Insights for theory development in a Blended Learning Program in Chile. Proceedings of the 17th European Conference on e-Learning (ECEL), pp. 81-89. Academic Conferences Limited.
  68. Charbonneau-Gowdy, P. & Frenzel, M. (2018).Converting from ‘doubter’ to promoter of Blended Learning approaches in Higher Education. Proceedings of the 13th International Conference on e-Learning (ICEL), Academic Conferences Limited, p. 452-60.
  69. Charbonneau-Gowdy, P. (2018). Beyond stalemate: Seeking solutions to challenges in online and Blended Learning programs. The Electronic Journal of e-Learning, 16(1), pp. 56-66.
  70. Contreras-Soto, A., Véliz-Campos, M., & Véliz, L. (2019). Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile. International Journal of Instruction, 12(1).
  71. Darwin, S. and M. Barahona (2018). “Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs.” Educational Action Research: 1-17.
  72. de la Barra van Treek, E.(2016). Aprendizaje cooperativo en la clase de inglés en cuatro colegios subvencionados de la Región Metropolitana. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 53(1), 1-14
  73. De la Barra, E., Veloso, S. & Maluenda, L.(2018). Integrating Assessment in a CLIL-Based Approach for Second-Year University Students. Profile: Issues in Teachers´ Professional Development, [S.l.], p. 111-126, july 2018. ISSN 2256-5760. Available at: . Date accessed: 15 july 2018. doi:https://doi.org/10.15446/profile.v20n2.66515.
  74. Delicio, R. (2009). The Role of Output in Language Learning: The Chilean Context. Revista Alicanto, 83-95. Retrieved August 4, 2015, from http://www.revistahumanidades.uda.cl/publica/020009.pdf
  75. Díaz Hormazábal, R. (2007). Argumentative writing strategies and perceptions of writing in academia by EFL college students. Literatura y lingüística, (18), 253-282. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112007000100015&lng=en&tlng=en. 10.4067/S0716-5811200700010001
  76. Díaz Larenas, C. (2011). Exploring knowledge of English speaking strategies in 8th and 12th graders. Profile Issues in Teachers Professional Development, 13(2), 85-98.
  77. Díaz  Larenas, C. & Solar Rodríguez, M. I.  (2011). La revelación de las creencias lingüístico-pedagógicas a partir del discurso del profesor de ingles universitario.. RLA. Revista de lingüística teórica y aplicada, 49(2), 57-86. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48832011000200004&lng=en&tlng=. 10.4067/S0718-48832011000200004.
  78. Díaz, C. et al. (2011). Comparing Teaching Styles and Personality Types of EFL Instructors in the Public and Private Sectors. PROFILE, 13 (1), 111-127.
  79. Díaz, C. et al. (2012). The English Teacher: his beliefs about English language assessment at primary, secondary and tertiary levels. IKALA, Revista de lenguaje y cultura, 17 (1), 15-26.
  80. Díaz, C., Martínez, P., Roa, I., & Sanhueza, M. (2010). Una fotografía de las cogniciones de un grupo de docentes de inglés de secundaria acerca de la enseñanza y aprendizaje del idioma en establecimientos educacionales públicos de Chile. Revista Folios, 31(1), 69-80.20.
  81. Díaz, C., Ramos, L., &  Ortiz, M. (2017). Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing. Profile: Issues in Teachers’ Professional Development, 19(2), 87-100.
  82. Díaz, C., Tagle, T., Alarcón, P., Quintana, M., Ramos, L., y Vergara, J. (2013). Estudio de caso sobre las creencias deestudiantes de pedagogía en inglés respecto a la autoeficacia percibida y la enseñanza del idioma. Núcleo, 30, 41-67. Retrieved on March 22, 2015, from http://www.scielo.org.ve/pdf/nu/v25n30/art02.pdf
  83. Díaz, L. C., Bastías,C. (2010) “Una exploración al rol y funciones del profesor mentor en el contexto de la formación inicial docente”. 2010. ISSN 0717-2494. Boletín de Investigación Educacional. Pontificia Universidad Católica de Chile. Facultad de Educación.
  84. Dissington, P. A. (2018). Addressing the problem of negative lexical transfer errors in Chilean university students. Profile: Issues in Teachers’ Professional Development, 20(1), 25-40. https://doi.org/10.15446/profile.v20n1.64911.
  85. Dizzia, E. (2011).”English As A Foreign Language Professional Development Practicum: Placing Skilled Teachers Where They Can Grow A Program Proposal For The Schools Of Cañadilla, SA Santiago, Chile”.
  86. Edwards, S. (2013). Documenting the presence of English in the expanding circle: Linguistic landscapes of Santiago, Chile. Linguistic Landscape.
  87. Estrada, C., & Brauchy, J. (2016). High school diploma center students and teachers debate over the EFL curriculum. The Language, Education and Culture Journal, 3(1).
  88. Farias, M (2000). “EFL teachers’ perception of school reform.” Paper presented at the 6th International of IATEFL-Chile, Santiago, Chile. http://webcache.googleusercontent.com/search?q=cache:http://web.usach.cl/~mfarias/IATEFL2000.htm&strip=1 Last access: 28/08/2013
  89. Farias, M. (2005). Critical language awareness in foreign language learning. Literatura y lingüística, (16), 211-222. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112005000100012&lng=en&tlng=en. 10.4067/S0716-58112005000100012.
  90. Farías, M. and D. Cabezas. (2015). Identity imposition in EFL textbooks for adult secondary education in Chile. In: I. VAN DE CRAATS, J. KURVERS and R. VAN HOUT, eds. Adult literacy, second language, and cognition.  Nijmegen, Netherlands: Radboud Universities, pp.69-88.
  91. Farías, M., & Abrahams, P. (2017). Reading With Eyes Wide Open: Reflections On The Impact Of Multimodal Texts In Second Language Reading. Ikala Journal of Languaje & Culture, 22(1), 58-70. http://dx.doi.org/10.17533/udea.ikala.v22n01a04
  92. Farías, M., Oblinovic, K., Orrego, R., & Gregersen, T. (2014). Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning. Revista Signos, 47(84), 21-39.
  93. Farías, M., & Cabezas, D. (2015). Identity imposition in EFL textbooks for adult secondary education in Chile. In I. van de Craats, J. Kurvers & R. van Hout (Eds.), Adult literacy, second language, and cognition (pp. 69-88). Nijmegen, Netherlands: Radboud Universities.
  94. Farías, M., & Véliz, L. (2019). Multimodal texts in Chilean English teaching education: Experiences from educators and pre-service teachers. Profile: Issues in Teachers’ Professional Development, 21(2), 13-27. https://doi.org/10.15446/profile.v21n2.75172
  95. Faúndez, C. V. (2013). Effect of trained peer feedback on text organization in EFL writing. Estudios Hemisféricos y Polares, 4(1), 56-65.
  96. Ferreira, A., J. García, S. Morales. (2015). Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language. In Information Resources Management Association (Eds) Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications. Hershey:USA, pp. 1166-1184
  97. Fonseca-Chacana, J. (2019). Making teacher dispositions explicit: A participatory approach. Teaching and Teacher Education, 77, 266-276. doi:https://doi.org/10.1016/j.tate.2018.10.018
  98. Gladic Miralles, J., & Cautín-Epifani, V. (2017). Niveles de comprensión en textos del área de lingüística: una aproximación desde el discurso académico disciplinar. Language, Education, and Culture Journal, (4). Retrieved from https://plci-journal.jimdo.com/app/download/9660372471/Caut%C3%ADn V_Gladic J_Gonzalez C.pdf?t=1500481232.
  99. Glas, K. & Cárdenas-Claros, M.S. (2013). New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context. English Teaching: Practice and Critique December, 12: 3, 23-40. http://education.waikato.ac.nz/research/files/etpc/files/2013v12n3art2.pdf
  100. Glas, K. (2008). English opens doors… but to what? Discourse analysis on English teaching in Chile, 2003-2006, Revista Educación y Pedagogía, Vol. XX, 51, 111-121
  101. Glas, K. (2013). Teaching English in Chile, A Study of Teacher Perceptions of their professional identity, student motivation and pertinent Learning contents, Frankfurt: Peter Lang GmbH.
  102. Glas, K. (2015) Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation, Research Papers in Education, DOI: 10.1080/02671522.2015.1049287
  103. Glas, K., Tapia Carrasco, P., Miralles Vergara, M. (2019) Learning to foster autonomous motivation – Chilean novice teachers’ perspectives. Teaching and teacher education. 84(2).pp.44-56.https://doi.org/10.1016/j.tate.2019.04.018
  104. Glas, K., Tapia Carrasco, P., Miralles Vergara, M. (2019) Learning to foster autonomous motivation – Chilean novice teachers’ perspectives. Teaching and teacher education. 84(2).pp.44-56.https://doi.org/10.1016/j.tate.2019.04.018
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