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… para garantizar su implementación, el resultado de lo obtenido no ha logrado alimentar el debate en la Mesa de Diá- logo creada para su seguimiento como continuación de la Mesa establecida en las negociaciones de 2018. Como estudiantes y …
… and instructional paradoxes. Lucero and Scalante- Morales (2018) English-Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELT Classroom Bogota Ethnomethodological Conversation Analysis (video … Linguistics Journal (19)2, pp. 193-208. Lucero, E., Scalante, J. (2018). English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom. HOW Journal (25)1, pp. 11-31. Markee, N. (1995). Teachers’ … of Secondary Education (3)5, pp. 43-49. Quintero-Polo, A., Guerrero-Nieto, C. (2013). “Of Being and Not Being:” Colombian Public Elementary School Teachers’ Oscillating Identities. HOW Journal (20)1, pp. 190-205. Ramton, B., Charalambous, C. …
… para garantizar su implementación, el resultado de lo obtenido no ha logrado alimentar el debate en la Mesa de Diá- logo creada para su seguimiento como continuación de la Mesa establecida en las negociaciones de 2018. Como estudiantes y … Autónoma de Ciudad de Juárez. Levy, D. (1999). Higher Education and the State in Latin America: Private Challenges to Public Dominance. Chicago, EE. UU.: University of Chicago Press. Organización de las Naciones Unidas para la Educación, la …
… understanding of the imagined communities, identities and investment of English Language Pre-service Teachers (ELPTs) at a public university. A Research Approach to Study the Relationship between Classroom Interaction and Interactional Identities … I Én fa si s among others. Additionally, cognitive theories have contributed with ideas about long-term memory, learning styles and cognitive / metacognitive styles. More recently, a more socio-culturally based model has emerged as a result of … to criticisms with a critical and decolonial mindframe and method. • Research processes should focus critically on “public policies on education grounded in globalization”, should be seen as a “complex phenomenon [that could] be understood …