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Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking
10 references·4 citing·42 second hop
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Folk Bilingualism: …El inglés como idioma neutral en el marco de los estándares nacionales en Colombia: un elemento constitutivo de dominación en la educación en inglés (2009)El inglés como idioma neutral…Beyond methods: macrostrategies for language teaching (2003)Beyond methods: macrostrategi…An Introduction to Discourse Analysis: Theory and Method (1999)An Introduction to Discourse …Reflective Teaching in Second Language Classrooms (1994)Reflective Teaching in Second…Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery (2024)Rural teachers’ appropriation…Neoliberal Agendas in English Language Education in Urban Latin America: The Case of Medellín, Colombia (2024)Neoliberal Agendas in English…A Critical Examination of Language Ideologies and Policies in an International School in Colombia (2023)A Critical Examination of Lan…Scholars Raising their Voices Up: An Approximation to Discourses of Hegemony and Resistance in ELT in Colombia (2022)Scholars Raising their Voices…Language and Symbolic Power. (1992)Discourse and Social Change. (1993)Critical Discourse Analysis: The Critical Study of Language (1995)Reshaping Teacher Professional Identity through Critical Pedagogy-Informed Teacher Education (2018)Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development (2018)Using Translanguaging to Decolonize English Language Teaching in Colombia: A Narrative Inquiry (2023)Linguistic Interdependence and the Educational Development of Bilingual Children (1979)Manufacturing Consent: The Political Economy of the Mass Media. (1989)“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers (2016)English Language Teaching in Colombia: A Necessary Paradigm Shift (2018)Examining Hegemonic and Monoglossic Language Ideologies, Policies, and Practices Within Bilingual Education in Colombia (2022)Educational Psychology: A Cognitive View (1968)Piaget’s Theory (1976)Situated Cognition and the Culture of Learning (1989)The Wretched of the Earth (2000)A standardised English Language Proficiency test as the graduation benchmark: student perspectives on its application in higher education (2009)Decolonization is not a metaphor (2012)A critical evaluation of the social justice implications of the Colombian government’s English-Spanish bilingualism policies (2019)English Instructors Navigating Decoloniality with Afro Colombian and Indigenous University Students (2022)8 Decolonizing Methodologies: Research and Indigenous Peoples (2024)English-Only Europe?: Challenging Language Policy (2003)Qualitative Inquiry in TESOL (2003)La praxis de la interculturalidad en los Estados Nacionales Latinoamericanos (2005)“Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL (2019)Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university (2021)Symbolic annihilation: processes influencing English language policy and teaching practice (2023)Second language teacher education (2001)The Forms of Capital (2002)Bilingual First Language Acquisition (2008)Bibliometric exploration of Intercultural Bilingual Education: an analysis of scientific production and its implications (2024)Colombia Viviendo un Bilingüismo Idealizado Lejos de las Realidades del Contexto Educativo (2024)TESOL Methods: Changing Tracks, Challenging Trends (2006)Understanding language teaching: from method to postmethod (2006)Autonomy in language teaching and learning (2007)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory (2007)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms (2000)Teachers' Narrative Inquiry as Professional Development (2002)Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007)Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry (2019)Hablando de política lingüística y formación docente: las voces de los/las docentes dibujan sus propios retratos (2019)
this work references cited by second hop

References

  • 1999An Introduction to Discourse Analysis: Theory and Method6,084 cited
  • 1994Reflective Teaching in Second Language Classrooms1,775 cited
  • 2003Beyond methods: macrostrategies for language teaching1,030 cited
  • 2018Indigenous Students Learning English in Higher Education: What Are the Challenges?48 cited
  • 2018¿Inglés para la paz? Colonialidad, ideología neoliberal y expansión discursiva en Colombia Bilingüe38 cited
  • 2013Language Policy and the Manufacturing of Consent for Foreign Intervention in Colombia38 cited
  • 2009El inglés como idioma neutral en el marco de los estándares nacionales en Colombia: un elemento constitutivo de dominación en la educación en inglés29 cited
  • 2010Elite Vs. Folk Bilingualism: The Mismatch between Theories and Educational and Social Conditions20 cited
  • 2019Beliefs of Two Culturally Diverse Groups of Teachers About Intercultural Bilingual Education19 cited
  • 2011Education for Bilingualism Connecting Spanish and English from the Curriculum into the Classroom and Beyond16 cited

Cited by

  • 2023A Critical Examination of Language Ideologies and Policies in an International School in Colombia8 cited
  • 2022Scholars Raising their Voices Up: An Approximation to Discourses of Hegemony and Resistance in ELT in Colombia4 cited
  • 2024Neoliberal Agendas in English Language Education in Urban Latin America: The Case of Medellín, Colombia3 cited

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  • 2024Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery3 cited