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Differences between Semantic Profiles of the Action Tendencies Linked to Emotion Words in Achievement and Unspecified General Contexts, Defined by Colombian Spanish Native Speakers
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Chavarría, Jason A.; Villada Zapata, Johny; Chaves Castaño, Liliana – Electronic Journal of Research in Educational Psychology, 2017
Introduction: We investigated the meaning of sixteen achievement emotion words--anger, anxiety, boredom, contentment, despair, disappointment, frustration, guilt, hope, hopelessness, joy, pride, relief, sadness, shame, and surprise--, specifically in terms of their action tendencies component, through a modified version of the CoreGRID…
Descriptors: Semantics, Profiles, Definitions, Psychological Patterns
A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities during an Intercultural Exchange
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Campos Campos, Maria Paula; Roa, Stephany Garzón; Méndez, Maria Paula; Castañeda Trujillo, Jairo Enrique – GIST Education and Learning Research Journal, 2021
The personal experiences of three of the authors of this document as Au Pairs in the United States exposed some issues related to social justice and discrimination that made the participants reflect on their identity as speakers and future teachers of English. This article shares, analyzes and interprets these reflections collaboratively in search…
Descriptors: Exchange Programs, Language Teachers, Language Variation, Foreign Countries
Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group
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Browning, Peter; Highet, Katy; Azada-Palacios, Rowena; Douek, Tania; Gong, Eleanor Yue; Sunyol, Andrea – London Review of Education, 2022
Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…
Descriptors: Second Language Learning, Second Language Instruction, Colonialism, Educational Change
Non-Native English Speaking Teachers' Subjectivities and Colombian Language Policies: A Narrative Study
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Gómez-Vásquez, Leidy Yisel; Guerrero Nieto, Carmen Helena – PROFILE: Issues in Teachers' Professional Development, 2018
This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narratives and narrative interviews as instruments to…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Prospective English Teachers Re-Examining Language Ideologies in Telecollaboration#
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Viáfara González, John Jairo – Computer Assisted Language Learning, 2020
Previous publications in applied linguistics concerning nonnative English speaker teachers have analyzed how native-speakerism associated ideologies engender discrimination and affect students' and teachers' sense of self-worth. This qualitative study examines how Colombian English pre-service teachers' telecollaboration with U.S. Spanish heritage…
Descriptors: Foreign Countries, Language Attitudes, Native Speakers, English (Second Language)
Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership
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Dimas, Héctor Manuel Serna – English Language Teaching, 2016
This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion…
Descriptors: Intercultural Communication, Communicative Competence (Languages), Second Language Learning, Second Language Instruction