Profile: Issues in Teachers' Professional Development
@profilejournal.bsky.social
Open-access peer-reviewed scientific journal for English language teachers, teacher-researchers, and teacher educators. Edited at Universidad Nacional de Colombia.
📙Suggested reading:
📄Rahmani Doqaruni, V. (2023). Functions of teachers’ narratives in EFL classroom contexts.
🔗https://doi.org/10.15446/profile.v25n1.99190
#Narratives #EnglishLanguageTeaching
📄Rahmani Doqaruni, V. (2023). Functions of teachers’ narratives in EFL classroom contexts.
🔗https://doi.org/10.15446/profile.v25n1.99190
#Narratives #EnglishLanguageTeaching
December 17, 2025 at 1:49 PM
📙Suggested reading:
📄Rahmani Doqaruni, V. (2023). Functions of teachers’ narratives in EFL classroom contexts.
🔗https://doi.org/10.15446/profile.v25n1.99190
#Narratives #EnglishLanguageTeaching
📄Rahmani Doqaruni, V. (2023). Functions of teachers’ narratives in EFL classroom contexts.
🔗https://doi.org/10.15446/profile.v25n1.99190
#Narratives #EnglishLanguageTeaching
📖Suggested reading:
📄Asenjo, N. & Yancovic-Allen, M. (2024). Chilean English language teachers transforming their beliefs and practices through reflection.
🔎https://doi.org/10.15446/profile.v26n2.108568
#TeachingPractice #ForeignLanguages #ProfessionalDevelopment
📄Asenjo, N. & Yancovic-Allen, M. (2024). Chilean English language teachers transforming their beliefs and practices through reflection.
🔎https://doi.org/10.15446/profile.v26n2.108568
#TeachingPractice #ForeignLanguages #ProfessionalDevelopment
December 15, 2025 at 1:45 PM
📖Suggested reading:
📄Asenjo, N. & Yancovic-Allen, M. (2024). Chilean English language teachers transforming their beliefs and practices through reflection.
🔎https://doi.org/10.15446/profile.v26n2.108568
#TeachingPractice #ForeignLanguages #ProfessionalDevelopment
📄Asenjo, N. & Yancovic-Allen, M. (2024). Chilean English language teachers transforming their beliefs and practices through reflection.
🔎https://doi.org/10.15446/profile.v26n2.108568
#TeachingPractice #ForeignLanguages #ProfessionalDevelopment
📘Suggested reading:
📄Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of racial identities of learners of English.
🔗https://doi.org/10.15446/profile.v23n2.90374
#EnglishLanguageLearning #RacialIdentity
📄Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of racial identities of learners of English.
🔗https://doi.org/10.15446/profile.v23n2.90374
#EnglishLanguageLearning #RacialIdentity
December 12, 2025 at 1:10 PM
📘Suggested reading:
📄Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of racial identities of learners of English.
🔗https://doi.org/10.15446/profile.v23n2.90374
#EnglishLanguageLearning #RacialIdentity
📄Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of racial identities of learners of English.
🔗https://doi.org/10.15446/profile.v23n2.90374
#EnglishLanguageLearning #RacialIdentity
📚Suggested reading:
📄Rubio-López, B. P. (2024). Developing EFL students’ multimodal communicative competence through Lady Whistledown’s Society Papers: A teaching proposal.
🔎https://doi.org/10.15446/profile.v26n1.107896
#CommunicativeCompetence #Gamification #Multimodality
📄Rubio-López, B. P. (2024). Developing EFL students’ multimodal communicative competence through Lady Whistledown’s Society Papers: A teaching proposal.
🔎https://doi.org/10.15446/profile.v26n1.107896
#CommunicativeCompetence #Gamification #Multimodality
December 10, 2025 at 1:18 PM
📚Suggested reading:
📄Rubio-López, B. P. (2024). Developing EFL students’ multimodal communicative competence through Lady Whistledown’s Society Papers: A teaching proposal.
🔎https://doi.org/10.15446/profile.v26n1.107896
#CommunicativeCompetence #Gamification #Multimodality
📄Rubio-López, B. P. (2024). Developing EFL students’ multimodal communicative competence through Lady Whistledown’s Society Papers: A teaching proposal.
🔎https://doi.org/10.15446/profile.v26n1.107896
#CommunicativeCompetence #Gamification #Multimodality
📖Suggested reading:
📄Ormeño, V., & Rosas, M. (2023). Teaching practicums during the pandemic in an initial English teacher education program: The preservice teachers’ perspective.
🔎https://doi.org/10.15446/profile.v25n2.102959
#RemoteTeaching #PreserviceTeachers #Practicum
📄Ormeño, V., & Rosas, M. (2023). Teaching practicums during the pandemic in an initial English teacher education program: The preservice teachers’ perspective.
🔎https://doi.org/10.15446/profile.v25n2.102959
#RemoteTeaching #PreserviceTeachers #Practicum
December 5, 2025 at 2:03 PM
📖Suggested reading:
📄Ormeño, V., & Rosas, M. (2023). Teaching practicums during the pandemic in an initial English teacher education program: The preservice teachers’ perspective.
🔎https://doi.org/10.15446/profile.v25n2.102959
#RemoteTeaching #PreserviceTeachers #Practicum
📄Ormeño, V., & Rosas, M. (2023). Teaching practicums during the pandemic in an initial English teacher education program: The preservice teachers’ perspective.
🔎https://doi.org/10.15446/profile.v25n2.102959
#RemoteTeaching #PreserviceTeachers #Practicum
📙Suggested reading:
📄Lizarazo Pereira, D. M., Roberts, F., & Tamayo, R. M. (2023). The influence of emotions and word frequency in first and second language processing: Evidence from the Emotional Stroop Task.
🔗https://doi.org/10.15446/profile.v25n1.95379
#WordFrequency #WordRecognition
📄Lizarazo Pereira, D. M., Roberts, F., & Tamayo, R. M. (2023). The influence of emotions and word frequency in first and second language processing: Evidence from the Emotional Stroop Task.
🔗https://doi.org/10.15446/profile.v25n1.95379
#WordFrequency #WordRecognition
December 3, 2025 at 1:58 PM
📙Suggested reading:
📄Lizarazo Pereira, D. M., Roberts, F., & Tamayo, R. M. (2023). The influence of emotions and word frequency in first and second language processing: Evidence from the Emotional Stroop Task.
🔗https://doi.org/10.15446/profile.v25n1.95379
#WordFrequency #WordRecognition
📄Lizarazo Pereira, D. M., Roberts, F., & Tamayo, R. M. (2023). The influence of emotions and word frequency in first and second language processing: Evidence from the Emotional Stroop Task.
🔗https://doi.org/10.15446/profile.v25n1.95379
#WordFrequency #WordRecognition
📖Suggested reading:
📄Peynado, C. C., Morales-Triviño, M. C., & Castañeda-Trujillo, J. E. (2022). A collaborative autoethnography on being preservice English language teachers throughout the bachelor’s degree.
🔎https://doi.org/10.15446/profile.v24n2.91113
#Autoethnography #TeacherIdentity
📄Peynado, C. C., Morales-Triviño, M. C., & Castañeda-Trujillo, J. E. (2022). A collaborative autoethnography on being preservice English language teachers throughout the bachelor’s degree.
🔎https://doi.org/10.15446/profile.v24n2.91113
#Autoethnography #TeacherIdentity
December 1, 2025 at 3:10 PM
📖Suggested reading:
📄Peynado, C. C., Morales-Triviño, M. C., & Castañeda-Trujillo, J. E. (2022). A collaborative autoethnography on being preservice English language teachers throughout the bachelor’s degree.
🔎https://doi.org/10.15446/profile.v24n2.91113
#Autoethnography #TeacherIdentity
📄Peynado, C. C., Morales-Triviño, M. C., & Castañeda-Trujillo, J. E. (2022). A collaborative autoethnography on being preservice English language teachers throughout the bachelor’s degree.
🔎https://doi.org/10.15446/profile.v24n2.91113
#Autoethnography #TeacherIdentity
📗Suggested reading:
📄Pérez-Rubiano, P., Peñaloza-Rallón, A., López-Acevedo, J., & Camargo-Albarracín, S. (2024). Reclaiming the Colombian English language teaching field to sow the seeds of change through self-study.
🔗https://doi.org/10.15446/profile.v26n2.108983
#TeacherIdentity #SelfStudy
📄Pérez-Rubiano, P., Peñaloza-Rallón, A., López-Acevedo, J., & Camargo-Albarracín, S. (2024). Reclaiming the Colombian English language teaching field to sow the seeds of change through self-study.
🔗https://doi.org/10.15446/profile.v26n2.108983
#TeacherIdentity #SelfStudy
November 28, 2025 at 6:10 PM
📗Suggested reading:
📄Pérez-Rubiano, P., Peñaloza-Rallón, A., López-Acevedo, J., & Camargo-Albarracín, S. (2024). Reclaiming the Colombian English language teaching field to sow the seeds of change through self-study.
🔗https://doi.org/10.15446/profile.v26n2.108983
#TeacherIdentity #SelfStudy
📄Pérez-Rubiano, P., Peñaloza-Rallón, A., López-Acevedo, J., & Camargo-Albarracín, S. (2024). Reclaiming the Colombian English language teaching field to sow the seeds of change through self-study.
🔗https://doi.org/10.15446/profile.v26n2.108983
#TeacherIdentity #SelfStudy
📘Suggested reading:
📄Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement.
🔎https://doi.org/10.15446/profile.v23n2.90195
#EmergencyRemoteTeaching #LanguageTeachers
📄Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement.
🔎https://doi.org/10.15446/profile.v23n2.90195
#EmergencyRemoteTeaching #LanguageTeachers
November 21, 2025 at 1:28 PM
📘Suggested reading:
📄Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement.
🔎https://doi.org/10.15446/profile.v23n2.90195
#EmergencyRemoteTeaching #LanguageTeachers
📄Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement.
🔎https://doi.org/10.15446/profile.v23n2.90195
#EmergencyRemoteTeaching #LanguageTeachers
📖Suggested reading:
📄Banegas, D. L., & Romano, M. E. (2024). (De)Motivating factors among TESOL professionals writing in English for publication from South America.
🔗https://doi.org/10.15446/profile.v26n1.108198
#Demotivation #AcademicWriting
📄Banegas, D. L., & Romano, M. E. (2024). (De)Motivating factors among TESOL professionals writing in English for publication from South America.
🔗https://doi.org/10.15446/profile.v26n1.108198
#Demotivation #AcademicWriting
November 19, 2025 at 12:59 PM
📖Suggested reading:
📄Banegas, D. L., & Romano, M. E. (2024). (De)Motivating factors among TESOL professionals writing in English for publication from South America.
🔗https://doi.org/10.15446/profile.v26n1.108198
#Demotivation #AcademicWriting
📄Banegas, D. L., & Romano, M. E. (2024). (De)Motivating factors among TESOL professionals writing in English for publication from South America.
🔗https://doi.org/10.15446/profile.v26n1.108198
#Demotivation #AcademicWriting
📚Suggested reading:
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
November 10, 2025 at 8:56 PM
📚Suggested reading:
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching.
🔗https://doi.org/10.15446/profile.v25n2.103146
#PreserviceTeachers #RemoteTeaching #TeacherEducation
📙Suggested reading:
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
November 5, 2025 at 2:58 PM
📙Suggested reading:
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye.
🔎https://doi.org/10.15446/profile.v25n1.101065
#DynamicAssessment #TeacherBeliefs
📖Suggested reading:
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
October 29, 2025 at 2:59 PM
📖Suggested reading:
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education?
🔗https://doi.org/10.15446/profile.v24n2.97530
#BilingualEducation #EnglishLanguageTeaching #UniversityEducation
🎞️Check out the videoabstract of the article:
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
October 27, 2025 at 7:06 PM
🎞️Check out the videoabstract of the article:
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools
👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut
#BilingualEducation #LearningEnvironments #Translanguaging
📕Suggested reading:
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
October 24, 2025 at 1:37 PM
📕Suggested reading:
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships.
🔗https://doi.org/10.15446/profile.v24n1.91112
#EnglishLanguageTeaching #Testing #Scholarships
📗Suggested reading:
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
October 22, 2025 at 2:06 PM
📗Suggested reading:
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us.
🔎https://doi.org/10.15446/profile.v26n2.108741
#TeacherCognition #TeacherEducation #PreserviceTeachers
📚Suggested reading:
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
October 20, 2025 at 2:21 PM
📚Suggested reading:
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students.
🔗https://doi.org/10.15446/profile.v20n2.63554
#InteractiveCommunication #DiscourseCompetence
📘Suggested reading:
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
October 17, 2025 at 2:53 PM
📘Suggested reading:
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction.
🔗https://doi.org/10.15446/profile.v23n2.90519
#CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning
📚Suggested reading:
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
October 15, 2025 at 1:58 PM
📚Suggested reading:
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning.
🔎https://doi.org/10.15446/profile.v26n1.105685
#TeachingEnglish #OnlineDiscourse #Multimodality
📚Suggested reading:
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
October 8, 2025 at 3:01 PM
📚Suggested reading:
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school.
🔗https://doi.org/10.15446/profile.v25n2.104627
#LanguagePolicy #TeacherAgency #Curriculum
📖Suggested reading:
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
October 6, 2025 at 3:47 PM
📖Suggested reading:
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study.
🔗https://doi.org/10.15446/profile.v25n1.96423
#EnglishLanguageTeachers #DemotivatingFactors
📖Suggested reading:
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
October 3, 2025 at 1:53 PM
📖Suggested reading:
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed?
🔎https://doi.org/10.15446/profile.v24n2.96952
#LanguageTeaching #Postmethod
📚Suggested reading:
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
October 1, 2025 at 1:42 PM
📚Suggested reading:
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform.
🔗https://doi.org/10.15446/profile.v24n1.91282
#InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses
📗Suggested reading:
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
September 29, 2025 at 1:56 PM
📗Suggested reading:
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review.
🔎https://doi.org/10.15446/profile.v26n2.109822
#Interculturality #BilingualEducation
📖Suggested reading:
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
September 26, 2025 at 3:53 PM
📖Suggested reading:
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment
📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts.
🔗https://doi.org/10.15446/profile.v20n2.61724
#GrammaticalRange #OralAccuracy #SelfAssessment