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Epistemological Reflection of Science and Technology Leading to the Integration of Science, Technology and Engineering

Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Strategic language learning: Doctoral NNS students write in an L2 with ICT tools

Understanding Student-Teachers’ Performances within an Inquiry-Based Practicum

Exploring the Roles of Parents and Students in EFL Literacy Learning: A Colombian Case

Estudio de caso en la enseñanza y aprendizaje de la fotosíntesis y respiración en plantas a partir de una unidad didáctica

A caneca do salão de classe: quando o lixo já não é lixo

The portrayal of EFL teachers in official discourse: The perpetuation of disdain

Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue Between Expert and Novice Nonnative English Speaker Teachers

English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education