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Lista de candidatos sometidos a examen:
1) language teacher (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: language teacher


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt11 - : I will begin by paraphrasing an anecdote related to an English language teacher at a reknown English Institute in Colombia who, in order to supposedly motivate his students, told them: "OK Let's speak American" .

2
paper CO_ColombianAppliedLinguisticsJournaltxt129 - : The Role of Situational Context and Linguistic Context when Testing EFL Vocabulary Knowledgde in a Language Teacher Education Program: A Preliminary Approach^*

3
paper CO_ColombianAppliedLinguisticsJournaltxt254 - : Pre-service Language Teacher Practicum: Structure and Focus of an Education for Social Justice

4
paper CO_ColombianAppliedLinguisticsJournaltxt262 - : This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies . Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are

5
paper CO_ColombianAppliedLinguisticsJournaltxt260 - : I’m a foreign language teacher: This refers to a strong sense of a teacher as a facilitator/bridge between languages and cultures . Their actions are guided by their strong desire to contribute to students’ learning of the foreign language. However, there is a tendency for a teacher to not feel fully legitimate as they are not confident in their proficiency in the foreign language.

6
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : Cuesta Medina, L., Anderson, C. E., & McDougald, J. S. (2017b). Self-regulation and language teacher training in Colombia. In D. L. Banegas (Ed.), Initial English language teacher education: International perspectives on research, curriculum and practice . London, UK: Bloomsbury Academic. Retrieved from [121]http://www.bloomsbury.com/us/initial-english-language-teacher-education-9781474294416/ [ [122]Links ]

7
paper CO_ColombianAppliedLinguisticsJournaltxt122 - : Blended learning and the language teacher: a literature review

8
paper CO_ColombianAppliedLinguisticsJournaltxt26 - : The reflection on all the former aspects should be the point of departure in the improvement of the quality of language teaching nowadays. In this sense, language teachers should start re-thinking about what they do and how they do it in their classrooms. In relation to this point, Corder (1973:139) suggests two questions which the language teacher can ask and which are of interest to the applied linguist or, said differently, applied linguistics can help answer two questions concerning language teaching: what to teach and how to teach it . We need to know precisely what it is about the language we are teaching and to do this, we need to know something about language, or Lingusitics, and be able to apply this to our teaching situation.

9
paper CO_ColombianAppliedLinguisticsJournaltxt194 - : Second language teacher education in the expanding circle: The EFL methodology course in Chile

10
paper CO_ColombianAppliedLinguisticsJournaltxt194 - : Schulz, R. A. (2000). Foreign language teacher development: MLJ perspectives—1916-1999 . The Modern Language Journal, 84(4), 495-522. doi: 10.1111/0026-7902.00084. [ [75]Links ]

11
paper CO_ColombianAppliedLinguisticsJournaltxt56 - : Aura reflexively positions herself in the interaction by chipping in with her 'I said it!' but she is interactionally positioned by the language teacher, who plays an institutional role, perhaps focusing Aura's attention on the language activity: 'No, no, no, no! We are working on this page now!' This, then, is the main issue this article deals with: the discursive (re ) construction of gender identity and language learning identity.

12
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : ^**Nestor Ricardo Fajardo Mora, has a Bachelor degree in Modern Languages: Spanish-English and a Postgraduate in Language and Pedagogical Projects from Universidad Distrital. Also, he holds a Master Degree in Applied Linguistics to TEFL from the same university. He has been working in Education since 1996 in primary, secondary and university. Currently, he is an English Language Teacher in the Social Studies Undergraduate Program at UD . He is a member of "AMAUTAS" research group in areas such as Education, Critical Pedagogy, Identity, Subject Cosntruction, and Multicultural Issues.

13
paper CO_CuadernosdeLingüísticaHispánicatxt10 - : when the studente organize which becomes a «prívate race because it was secretly established alongside the activities proposed by the language teacher (Castañeda: 2008, p . 118). Thus, it is possible to infer that Nicol is measuring her assertiveness and rapidness in working and finishing an EFL task considering the boys that are near her.

14
paper CO_Lenguajetxt44 - : The universities that prepare teachers, as well as all other institutions responsible for language teacher education and development have a crucial role to play: changes have to be implemented in initial language teacher education ; programs need to be set up to give elementary teachers the necessary language and methodological backgrounds to provide firm bases for ELT; research elements need to be included and maintained in initial and in-service teacher programs to foster innovation and change. Besides, sound programs for those in charge of teacher development should be available and opportunities have to be provided for exchange programs, with a significant duration as to produce effective changes in teachers' proficiency.

15
paper CO_Íkalatxt31 - : 47. Pennycook, A. (1997). English and Capital: Some Thoughts. The Language Teacher 21,10 Retrieved, April 03, 2007 from [79]http://jalt-publications .org/tlt/files/97/oct/ur.html [ [80]Links ]

16
paper CO_Íkalatxt23 - : Primary Language Teacher Education in Italy: Refining Syllabus Design by Listening to Learners' Voices*[24]^1

17
paper CO_Íkalatxt23 - : The questionnaires were taken from the online grids provided on the PLEASE website (Primary Language Teacher Education: Autonomy and Self-Evaluation ), jointly developed by the Universities of Modena and Reggio Emilia, Italy, and Stirling, Scotland, as part of a Socrates Lingua Action 'A' project entitled 'Autonomy in Primary Language Teacher Education.'[42]^15

18
paper CO_Íkalatxt23 - : 32. Poppi, F., Low, L., & Bondi, M. (2005).PLEASE (Primary Language teacher Education: Autonomy and Self-Evaluation ). In B. Holmberg, M. Shelley & C. White (Eds.), Distance education and languages. Evolution and change, (pp. 295-308). Clevedon, Buffalo, Toronto: Multilingual Matters. [ [77]Links ]

19
paper CO_Íkalatxt315 - : Rural English Language Teacher Identities: Alternative Narratives of Professional Success

20
paper CO_Íkalatxt315 - : This paper discusses the results of research aimed at examining the ways in which rural English language teachers in Colombia configure their practices and professional identities in light of two groups of factors: (a ) the national ELT policy (its architecture, goals, and demands) and (b) the teachers’ rural sociocultural contexts (social issues and the communities’ values, problems, possibilities, and aspirations). Analyses on the configuration of practices and what it takes to teach English in rural Colombia have already been published (see ^[40]Cruz-Arcila, 2018a, ^[41]2018b). The current analysis focuses particularly on the construction of professional identities. Drawing on a sociocultural perspective of language teacher identity, this paper examines how teachers tend to construct alternative yet conflicting narratives vis-à-vis the sense of professional success and good teaching promulgated in policy.

21
paper CO_Íkalatxt29 - : As a language teacher and a teacher educator, I have long been interested in Freire's (1988) notion of praxis: reflection and action on, and in the world in order to transform it . However, in the spring of 2008, praxis as a concept and a lived reality became more relevant when I had the opportunity to work with a group of six pre-service English language teachers at la Universidad Autónoma de Aguascalientes, in central Mexico. The students were in their final semester of their English Language Teaching degree program and were completing their second forty-hour teaching practica. I served as their tutor.[27]^2 We were also participating in an experimental collaborative action research seminar that evolved into an inquiry into praxis. Mid-way through the fifteen-week semester, we had developed the question, ''can we praxize the practicum?'' Our inquiry emerged from reading and discussing numerous journal articles on current issues in the field, one of which was Johnson's 2006 article that

22
paper CO_Íkalatxt29 - : Connecting back to the challenge posed by Johnson (2006) regarding language teacher education: it's not whether teacher learners study theory ; it's how they use it to participate in their professional (i.e., social) worlds. Praxis is a site where we can see how/if teacher learners are using theory to inform their teaching. But learning to praxize is a complex, typically non-linear, developmental process. As I read and re-read my students' reflections, our seminar notes, and their final papers, I came to see how Kalman's framework could be a useful tool for understanding their efforts to praxize and to appreciate the developmental nature of the process/project.

23
paper CO_Íkalatxt75 - : In Colombia, it is also frequent to identify schools where a subject-matter teacher and a language teacher link their courses so that each one complements the other (Brown, 2007: 56 ). In this case, CLIL comes in as a first step toward promoting bilingualism and interdisciplinary work. One can not say a language teacher will be a better core-area teacher or vice versa. One can say teachers may use their knowledge and other expertise to carry out some cross curricular connections and make language learning a meaningful and enriching opportunity.

24
paper CO_Íkalatxt322 - : In a similar vein, our study confirmed that what a teacher does and the act of teaching itself is mediated by the relationship between the teacher and the students. This shows the importance of social identities and sociocultural perspectives for aspiring teachers. We think language teacher education programs should continue to pose questions such as: Are we helping our preservice teachers construct their social identities ? If teaching is so linked to others and society, are we really reflecting on the great diversity of social relationships and what they imply? Is there enough focus on diversity within programs? Are we communicating the complexity; the personal, professional and cultural challenges? (^[113]Pennycook, 2004) This is an area for further research.

25
paper CO_Íkalatxt233 - : Research training in language teacher education: reflections from a mentee and her mentor^[26]^1

26
paper CO_Íkalatxt233 - : From this perspective, mentoring in language teacher education usually takes two of the following forms: a university academic that guides the educative process of a graduate or undergraduate student, or an experienced teacher that takes under his or her wing a novice teacher in a school context where they both work . In either case, mentors are experienced teachers. In the case of research mentoring (^[87]Borg, 2006), the knowledge about research that mentors hold almost invariably comes from their own educational background at the university level.

27
paper CO_Íkalatxt285 - : Team-teaching as an Alternative Model for Practice-based English Language Teacher Education: A Case Study in Chile

28
paper CO_Íkalatxt90 - : COMMUNITY-BASED PEDAGOGIES AND LITERACIES IN LANGUAGE TEACHER EDUCATION: PROMISING BEGINNINGS, INTRIGUING CHALLENGES

29
paper CO_Íkalatxt1 - : curriculum: Innovations that transform teaching'' (ClavijoOlarte, Guerrero Nieto, Torres Jaramillo, Ramírez Galindo & Torres Mesa, 2004) and ''The professional development of foreign language teacher educators: Another challenge for professional communities'' (González Moncada & Sierra Ospina, 2005 ). The spirit of these articles is consistent with Suresh Canarajah's assessment of the field's key issues. In TESOL Quarterly's 40th anniversary issue he writes:

Evaluando al candidato language teacher:


2) teachers: 14
3) professional: 13
5) teaching: 11 (*)
12) learning: 5
14) identities: 5
15) rural: 4
16) context: 4
17) colombia: 4

language teacher
Lengua: eng
Frec: 480
Docs: 164
Nombre propio: 9 / 480 = 1%
Coocurrencias con glosario: 1
Puntaje: 1.699 = (1 + (1+5.93073733756289) / (1+8.90989308377004)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
language teacher
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: 14. Freeman, D., & Johnson, K. E. (1998).Reconceptualizing the knowledge-base of language teacher education.TESOL Quarterly, 32(3), 397-418.
: 20. González, A., & Sierra, N. (2005). The professional development of foreign language teacher educators: Another challenge for professional communities. Íkala, revista de Lenguaje y Cultura, 10(16), 11-29.
: 20. Roberts, J. (1998). Language Teacher Education. London: Arnold.
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