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… / Tinta Limón. Davies, A. (2007). An Introduction to Applied Linguistics. From Practice to Theory. Edinburgh: Edinburgh University Press Ltd. Gómez-Vásquez, L. Y., y Guerrero Nieto, C. H. (2018). Non-native English speaking teachers’ … Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press. Lemberg, D. (2018). “The universal language of the future”: Decolonization, development, and the American … Mignolo, W. (2000). Local histories/Global designs. Coloniality, subaltern knowledges and border thinking. Princeton University Press. Mora, R. (2011, August). ESL/EFL: Still a Binary? Presentation at the 2nd Co- lloquia in Research and …
… T., y Prusak, L. (1997). Information Ecology: Mastering the Informa- tion and Knowledge Environment. New York : Oxford University Press. Davenport, T., y Prusak, L. (1998). Working knowledge: How Organizations Manage What They Know. Boston: … gerenciales, 151-160. McCarthy, G. (2009). Knowledge Management within A Multinational Knowle- dge Led Company. Glasgow: University of Glasgow. Recuperado el junio de 2014, de http://bit.ly/2WdP7Qn MEN. (2013). Lineamientos Política de educación … Vequist IV, D. G. (2009). Collaborative Knowledge Management (CKM) and Enterprise Knowledge Management. USA: University of the Incarna- te Word. Modelo de transferencia de conocimiento de los CADEP Acacia Introducción Metodología …
… just a few, Ahmar Mahboob born in Pakistan, is currently an Associate Professor at the Department of Linguistics at the University of Sydney. Suresh Canagarajah, who is Sri Lankan by birth, has been a member of the faculty of Pennsylvania State University since 2007. Phan Le Ha is originally from Vietnam, was an Associate Professor at Monash University, Australia and is now at the University of Hawaii at Manoa, USA. The massive global flow of EFL teachers has made …
… This chapter also highlights the diversity of future transgender English language teachers who study at a public university in Bogotá, Colombia, who are apparently invisible in a curriculum, marked by a de-gender ideology, which functions … (Berlant and Warner, 2002, p.34). This study was done at the Universidad Distrital Francisco Jose de Caldas, a public university in Bogotá Colombia, South America, specifically the LLEEI program (Professional teaching program with emphasis in … gay, transgender) is not mentioned in any. From this, I conclude that there is no place for transgender students in the University, they do not exist. Thus, I hope this study will help to make transgender students of ELT more visible and …