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The professional development of EFL teachers: How to incorporate a gender perspective into the practices of Colombian teachers

… did not pay much attention to this until I began my doctoral dissertation, when I began to wonder the following questions: 1) what would have happened if I had been more sensitive to gender issues; 2) would some knowledge of gender matters have … of the data collected in this study yield the following characteristics of the students-teachers’ learning: Figure 1 trajectory of learning Figure 1 shows that these students-teachers, who also acted as researchers and collaborated with a more expert teacher, gradually …

Materiales de ELT y derechos de l@s niñ@s: género, agencia y educación para la ciudadanía

Narrative experiences of students in the L2 classroom related to heterosexist discursive practices

… escolar desde una perspectiva de identidades de género en el aula de clase de lengua extranjera. Lingua Xaveriana, 1(1), 31-44. Fonseca, C. Quintero, M. (2009). La Teoría Queer: la de~construcción de las sexualidades periféricas. Sociológica, … coeducación: impactos metacognitivos de la inclusión curricular transversal sobre sexismo y homofobia. En Profesorado, 17(1), 269-287. Gomez Lobaton, J. (2012). Language learners’ identities in EFL settings: resistance and power through …

Los bordes de la expulsión: el circuito reproductivo de las emociones del modelo de educación en Colombia

Problematizing the Subject Position of the Observers in the ELT Field

… Agree Neither agree nor disagree Disagree Totally disagree Is observation an efective way of improving teaching? Figure 1. Is observation an effective way of improving teaching? ELT LOCAL RESEARCH AGENDAS II 35 Én fa si s Appendix 1. Figures are taken from an article called “Classroom observation: desirable conditions” established by David Lasagabaster … (benchmarked feedback) and expert coaching to promote professional interactions among teachers in the same school.” (p. 1). However, what is suitable to highlight in this research is the implementation of three meaningful and trustworthy tools …

Diseños didáctico-experimentales y teorías de aprendizaje: fundamentos ontológicos y epistemológicos

… 5. Cronograma aproximado del desarrollo de las sesiones Semana Fecha REFERENTE CONCEPTUAL Y LECTURAS BÁSICAS ACTIVIDAD 1 11-08-2021 Emergentes de las necesidades según proyectos doctorales Introducción, contextualización y estrategia … 5. Cronograma aproximado del desarrollo de las sesiones Semana Fecha REFERENTE CONCEPTUAL Y LECTURAS BÁSICAS ACTIVIDAD 1 11-08-2021 Emergentes de las necesidades según proyectos doctorales Introducción, contextualización y estrategia …

The narratives of queer students in content-based foreign language classes

… framed in the following model. Model of foreign language learning narrative experiences based on gendered contents. Figure 1. Diagram of foreign language learning narrative experiences based on gendered contents. (Galeano & Sánchez et al, 2016, … gender roles of the contents. It is precisely this transcendence or non-transcendence of generated contents (Level 1) that gives rise to the three main types of learning experiences (Level 2) that we found in our analysis of queer learners’ …

El discurso generizado en la clase de lengua extranjera

… 38 (2), 19-36 Dascal, M. (1993). Diversidad cultural y práctica educacional. Ética y diversidad cultural. FCE-UNAM (1), 229-252. Luk, N. (2002). The role of emotions in language teaching. The Journal of the Imagination in Language Learning …

Violent discourses and the (co)construction of gendered identities in an EFL classroom

… Act: a feminist post-structuralist analysis of girls’ and boys’ talk in the secondary classroom. Gender and Education, 14(1), 5–19, 2002. University of Reading, UK. Castañeda-Peña, H. (2009). Masculinities and femininities go to preschool: gender …

The gender discourse in the EFL classroom