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

1) Candidate: standards


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt21 - : Although the Ministry of Education has set up standards for all the other subjects taught in Colombian schools, there are no clear standards for foreign language teaching and learning. The document Lineamientos Curriculares del área de Lenguas Extranjeras (general guidelines for the teaching of foreign languages) published by the MEN in 1999 sets some general standards as it states: "The standards included in these pages are generic, and are not written for a specific language" (p . 52)^[32]5. Notwithstanding, there are some similarities in the processes that support the teaching-learning of a foreign language. It is necessary to consider that socio-cultural dimensions vary with different languages. Learning English is not the same as learning French or German.

2
paper CO_ColombianAppliedLinguisticsJournaltxt21 - : Now, if we ask who has to lead and support the process of standards construction for FL in our country, there is only one answer: the academic community . We advocate a broader participation of all the academic community, which has the responsibility to develop and validate language teaching-learning standards to cope with the dynamics of the current educational system in Colombia. Thus, policy makers, teachers, students, parents and school administrators should be leaders and active participants as observers and members of such academic community.

3
paper CO_ColombianAppliedLinguisticsJournaltxt43 - : The writing part of the test is evaluated by Chinese experienced college English teachers on a 15-point scale. According to the scale description, the compositions are given 14 points or over if they should meet the following standards: 1 ) The content is to the point. 2) Ideas are expressed clearly and cohesion and coherence should be achieved. 3) Moderate diversity of sentence patterns is required. 4) Only minor language errors are allowed.

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paper CO_ColombianAppliedLinguisticsJournaltxt85 - : b. Lack of language achievement standards: It was not until recently, when some sort of measuring standard was needed to justify the major investments in teacher training provided by the Ministry of Education, that the need for an international standard reference was required to assess the language proficiency of teachers and students . Even though there might be some natural differences across training programs, there is consensus in the professional field as to the concept of proficiency, associated primarily to that of English as an international language (Pennycook, 1994; Mackay, 2003; Sharifian, 2009).

5
paper CO_ColombianAppliedLinguisticsJournaltxt228 - : From 2006 to 2017, I worked at The Pines Bilingual School (TPBS)^[27]^1 in Honduras, as a classroom teacher, program administrator, and curriculum coordinator. During this time, I became concerned that students were spending up to thirteen years in a bilingual school, yet many were graduating with low levels of English proficiency. My concerns reflected a long-standing issue, as an outside consultant found that only 40% of students at TPBS were able to express themselves at grade-level standards (^[28]Umaña, 2006)”title” : “Consultar\u00eda educativa (Educational Consultation . As I shared my concerns with other administrators and teachers, we realized in order to address them, we needed the voices of those who were most impacted by these issues—our students.

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paper CO_ColombianAppliedLinguisticsJournaltxt250 - : In a similar manner, citizenship sessions were positively impacted with this study since communication between students and their families were fostered as well as the students' interest in history and values of their community. Additionally, throughout the research process, students were able to develop some of the standards proposed by the Ministry of Education in the guidelines 6, Estándares Básicos de Competencias Ciudadanas (MEN, 2004) for instance:

7
paper CO_ColombianAppliedLinguisticsJournaltxt253 - : Another relevant aspect within this category that was identified in the students’ reflections was conflict solving and attitudes towards facing conflict. Those reflections are related to the coexistence and peace standards proposed for fifth graders, in which they acknowledge conflict as part of life (MEN, 2004). Thus, the standards that the students demonstrated through their reflections are: “Entiendo que los conflictos son parte de las relaciones, pero que tener conflictos no significa que dejemos de ser amigos o querernos” and “expongo mis posiciones y escucho las posiciones ajenas, en situaciones de conflicto .” Thus, fifth graders found situations of conflict as opportunities in life that could be faced for living better. They also understood that dialogue and dealing with problems are important stages for problem solving. The following pieces of data are samples of how the language classroom activities allowed the children to reflect upon conflict and to find in those conflicts

8
paper CO_ColombianAppliedLinguisticsJournaltxt185 - : Likewise, when reading the urban legend "The Tanning Bed Myth," the students criticized the woman' s obsession with tanning because she was engaging in dangerous beauty treatments in order to meet the physical beauty standards that the media, advertisement, and society imposed:

9
paper CO_CuadernosdeLingüísticaHispánicatxt121 - : Since 1994, the government of Colombia established that all public and private schools should teach English in elementary and high schools (Law 115 of 1994). By 2006, with the implementation of the Basic Standards of Competencies in Foreign Languages (2006) the Ministry of Education of Colombia established that students in fifth grade should be able of:

10
paper CO_CuadernosdeLingüísticaHispánicatxt111 - : The MEN has reiteratively been applying its own principles and spreading its guidelines throughout the country in the attempt to operationalize the project. The publication of two major documents “Foreign Languages: Curricular Guidelines” (“Idiomas Extranjeros: Lineamientos Curriculares”, 1999) and “Basic Standards for Foreign Languages Competencies: English” (“Estándares Básicos de Competencias en Lengua Extranjera: ingles”, 2006 ) are just two documents supporting this policy line. Nevertheless, results in terms of language learning, appear to be a matter of conjecture since the broad goal of the NBP has not been reached despite the fact that more than half of the time projected has passed (^[33]Sánchez, 2013; British ^[34]Council, 2015). The enactment of these documents could be an indication of the fact that the State administration has taken for granted that the decision of designing, applying and evaluating the development of the project solely pertains to the central administration.

11
paper CO_CuadernosdeLingüísticaHispánicatxt111 - : More recently, the MEN proposed the “Curricular Guidelines for Foreign Languages” (Lineamientos Curriculares Lenguas Extranjeras, 1999), a document that illustrates, from a theoretical perspective, the teaching and learning process of foreign languages. Also, it defines key concepts to revise curricular plans at institutions as well as considerations on potential application of new technology to language teaching. More than five years later, a new official document, “Basic standards for Foreign Languages Competences: English” was enacted with the end of operationalizing foreign language learning under the premise of “making citizens capable of communicating in English in such a way that they can insert the country into the processes of universal communication, into the global economy and into the cultural openness with internationally comparable standards” (MEN, 2006, p . 6). The document describes in some detail the minimal degree of FL competence, worded in terms of short descriptions, a

12
paper CO_CuadernosdeLingüísticaHispánicatxt111 - : Seeking to enhance the quality of the Colombian educational system in order to meet the international requirements, the MEN designed and is implementing a challenging project that intends to improve students skills in English as a foreign language. The project states, as its most demanding goal, that by the end of the 2019, we might have a bilingual (Spanish-English) society. This purpose is detailed according to the Common European Framework standards from which the MEN has adapted its own standards:

13
paper CO_Lenguajetxt45 - : Among the key elements in providing the opportunity to learn to students, the following components of the OTL standards were identified: clear standards, equitable instructional resources, adequate facilities, high-quality teachers, rigorous curriculum, safe school environment, fair and authentic assessment, and others . Many studies suggest that the OTL components have a positive effect on student learning and achievement (Darling-Hammond, 1990, 1994; Gross, 1993; Kozol, 2000). Our study indicates that not all of these elements are effectively done in the Foreign Languages Teacher Education Program.

14
paper CO_Íkalatxt49 - : Quality of something as defined by international standards is a relative concept which:

15
paper CO_Íkalatxt49 - : * There are three ISO standards related to eCertification, namely:

16
paper CO_Íkalatxt49 - : The above-mentioned DfA Report comprises a review of standards in the field according to:

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paper CO_Íkalatxt80 - : In the same direction, one of the standards documents issued by the Colombian Ministry of Education defines standards making reference to their characteristics and purpose:

18
paper CO_Íkalatxt80 - : In the light of this reality, a standards-based focus which, in principle, should equalize opportunities and quality of learning is, and will continue to produce results that will find these underprivileged schools, students and teachers unable to be up to the standards in national evaluations, university entrance and job opportunities. It is, as Darling-Hammond states it, a ''collision of new standards with old inequities'' (2007: 1 ).

19
paper CO_Íkalatxt80 - : Other possible factors for assuring students the fair opportunity to achieve knowledge and skills include standards that address the following areas:

20
paper CO_Íkalatxt80 - : (2009: 8). However, positive attitudes are not enough; in order to succeed in the project, OTL standards need to be created, as it has been claimed by many researchers on the topic. As stated by a group of teachers who participated in a workshop on standards: ''even if we are provided with good materials and resources, standards cannot be accomplished'' and ''we cannot change things in spite of our professionali-zation efforts .'' Teachers, students and educational administrators' thoughts and feelings need to be heard and OTL standards need to be designed by taking the needs and interests of particular communities, built in their contexts, into account. The standards movement may be creating expectations that the present conditions will not allow to meet, because policies and documents without supportive conditions do not lead to the results policy makers seek and/or) the community expects.

21
paper CO_Íkalatxt80 - : 36. Schwartz, W. (1995). ED389816 1995-12-00 Opportunity-to-learn standards: the impact on urban students . Retrieved January 10, 2010, from [85]http://iume.tc.columbia.edu/i/a/document/15460_ Digest_110.pdf [ [86]Links ]

22
paper CO_Íkalatxt225 - : Second, the development of the Basic Standards of Competences in a Foreign Language: English (hereinafter, "Standards" ) assisted teaching and learning environments by providing a recognizable, measurable system for language acquisition (^[29]Ministerio de Educación Nacional, 2006) based upon the language ability levels stated in the Common European Framework of Reference (CEFR) designed by the ^[30]Council of Europe (2011). The expectation was that Colombian primary and secondary students would achieve a CEFR B1 level by the end of 11^th grade in English and a B2/C1 level of English after university (^[31]Usma, 2009; ^[32]Vélez-Rendón, 2003; ^[33]Wells, 2008).

23
paper CO_Íkalatxt291 - : International Standardization Organization (ISO). (2011). Terminological entries in standards, Part 1: General requirements and examples of presentation (ISO Standard N . ° 1024-1, p. 57). [ [56]Links ]

24
paper CO_Íkalatxt11 - : With regard toAbigail's discourse, attention must first be paid to Hymes'(1972) sociolinguistic notion of scene. Abigail is localised in a Puritan background. She belongs to a community, which implies the adoption of certain standards, as Mills (2004:2) points out, quoting Eckert and McConnell-Ginet (1998:490):

25
paper CO_Íkalatxt41 - : [121]2 See National Bilingualism Program and the implementation of competence standards at [122]http://www .colombiaaprende.edu.co/html/productos/1685/article-158720.html

26
paper CO_Íkalatxt140 - : 24. Kachru, Braj, B. 1995. Standards, codification and sociolinguistic realism: The English language in the Outer Circle . In R. Quirk and H. Widdowson (Eds.) English in the World: Teaching and Learning the Language and Literatures (pp 11-30). Cambridge: Cambridge University Press. [ [54]Links ]

27
paper CO_Íkalatxt300 - : teachers do not have sufficient resources to teach English. The following quote illustrates the current situation in schools with the implementation of the English standards set by the national government and the local curricular initiative Expedición Currículo:

28
paper CO_Íkalatxt245 - : Similarly, the popular perception of the Spanish language has changed over time, and the idea of learning the language for jobs in trade (^[62]Franklin, 1749) has evolved. New publications about Spanish language instruction describe the Spanish language as a living entity that reflects the cultural heritage and beliefs of its speakers (^[63]Roca & Colombi, 2016; ^[64]Instituto Cervantes, 2015). The concept of teaching Spanish has transcended the barriers of learning the language solely as a means to communicate(previously used for native English speakers learning Spanish(to learning the language as a means to belong and maintain one’s identity as a native or heritage Spanish speaker. Current national standards for Spanish language instruction promote the integration of five guiding principles: (1 ) communication, (2) cultures, (3) connections, (4) comparisons, and (5) communities, with the vision of helping students gain cultural understanding, become lifelong learners, and use the language

29
paper VE_Letrastxt167 - : This paper describes the violations of the standard of learned written Spanish language that, after copy editing, have been found in 11 of the 12 special degree works with publication awards of the graduate program in Reading and Writing Promotion at the Universidad de Los Andes, Táchira (Venezuela). Our revision was supported on the current standards: the Ortografía de la lengua española (2010 ). The results show that these special works contain recurrent errors, especially related to the use of capitalization, comas and periods. Therefore, it is convenient that this graduate program consider the participation of textual correction specialists in order for them to verify the unification of academic writing criteria before the publication of these works in institutional repositories.

30
paper corpusLogostxt115 - : In 2013, the Chilean Ministry of Education launched the “Estándares Orientadores para Carreras de Pedagogía en Inglés1” (Ministerio de Educación, Chile, 2014), a document which contains the ten disciplinary standards and the ten pedagogical standards to be met by all newly-trained primary and secondary school teachers in the Chilean system by the time they have completed their undergraduate studies. In this set of standards, disciplinary standard N°1 refers to the teacher’s mastery of English: “[The teacher] understands the constituent elements of the English language and how they work, and applies this knowledge in order to develop his/her students’ communicative skills in English .” A finer breakdown of this standard makes general reference to pronunciation: “[The teacher] makes use of phonetic and phonological elements which allow him/her to clearly articulate his/her oral discourse, which manifest themselves through the use of contrastive sounds of the English language, its intonation,

31
paper corpusLogostxt115 - : Ministry of Education, Israel. (2003). Professional standards for teachers of English: knowledge and performance . Retrieved from curri [135]http://cms.education.gov.il/ EducationCMS/Units/Mazkirut_Pedagogit/English/TeachersResourceMaterials/ Professional+Standards+for+English+Teachers.htm [ [136]Links ]

32
paper corpusSignostxt524 - : ^[60]Dewey (1938) and his revolutionary ideas regarding experiential education from the early 20^th century rather recently found expression in L2 learning and teaching vis-à-vis the World-Readiness Standards for Learning Languages (^[61]National Standards Collaborative Board, 2015) (formerly the ^[62]Standards for Foreign Language Learning, 1996). For generations, foreign language teachers have struggled to help students make connections between their classroom language learning and the real world. Of the now widely known 5 Cs that constitute the ‘Standards’, two have particular relevance for the present discussion: ‘Connections’ and ‘Communities’ . ‘Connections’ encourages students to “connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations”. Similarly, ‘Communities’ endeavors to expand L2 language learning and use beyond the walls of the classroom by empowering students to

33
paper corpusSignostxt364 - : There is as such no international standard for the production of a CSR Report, nor is its adoption mandatory across the board, although several international organizations have attempted to implement a possible template. The UNCTAD released two documents on International Standards of Accounting and Reporting (ISAR): the Guidance on Good Practices in Corporate Governance Disclosure (2006 ), and Guidance on Corporate Responsibility Indicators in Annual Reports (2008). The aim of the first one was to achieve ‘better corporate transparency and accountability in order to facilitate investment flows and mobilize financial resources for economic development’. The second one emphasizes the importance of corporate transparency in facilitating ‘investment decisions, and more broadly, allows governments and other stakeholders to assess an enterprise’s contribution to social and economic development’. Another popular standard is the ISO 26000 Guidance on Social Responsibility (2010) produced by the

34
paper corpusSignostxt364 - : International Organization for Standardization, which comprises 163 national standards bodies from around the world, and provides businesses, governments, and general society with ‘practical tools for all three dimensions of sustainable development: economic, environmental and social’ .

35
paper corpusSignostxt364 - : Following the GCRIAR, the United Nations Global Compact outlines the Ten Principles that ask companies ‘to embrace, support and enact, within their sphere of influence, a set of core values in the areas of human rights, labour standards, the environment and anti-corruption’:

36
paper corpusSignostxt364 - : "private actors are becoming acquainted with the CSR standards in the global market, but the implementation is still subject to Chinese companies’ technological capacity and bargaining power in relation to their international buyers" (Li-Wen, 2010: 66 ).

37
paper corpusSignostxt364 - : PetroChina took an active attitude for development of natural gas, coalbed methane, biomass energy and other low-carbon energies. We produce and supply clean fuel product…In 2010, the Company further promoted surveillance and statistics of GHG emissions and promulgated the Technical Standards on Formulation of GHG Emissions List… also developed statistics analysis software and intensified training of employees… The Company also attaches great importance to participating in domestic and foreign discussions and exchanges on cutting GHG emissions… (PetroChina Sustainability Report, 2010: 27 ).

Evaluando al candidato standards:


4) learning: 18
6) teachers: 12
12) ministry: 7
13) teaching: 7 (*)
14) documents: 6
15) teacher: 6
20) academic: 5

standards
Lengua: eng
Frec: 557
Docs: 203
Nombre propio: 8 / 557 = 1%
Coocurrencias con glosario: 1
Frec. en corpus ref. en eng: 175
Puntaje: 1.687 = (1 + (1+5.95419631038688) / (1+9.12412131182919)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
standards
: 1. Allen, L. Q. (2002). Teachers' pedagogical beliefs and the standards for foreign language learning. Foreign Language Annals, 35(5), 518-529.
: 15. TESOL/NCATE. (2010). TESOL/NCATE standards for the recognition of initial TESOL programs in P-12 ESL teacher education. Alexandria, VA: TESOL
: 2013 "Codifying linguistic standards in non-dominant varieties of pluricentric languages – adopting dominant or native norms". En Muhr et al. 2013: 11-44.
: 27. Ravitch, D. (1995). National Standards in American Education. A Citizen's Guide. Washington: Brookings Institution Press.
: 3. Cárdenas, R., & Hernández, F. (2011). Towards the formulation of a proposal for opportunity-to-learn standards in EFL learning and teaching. Íkala, Revista de Lenguaje y Cultura, 16(28), 231–258.
: 34. Sager, J.C. (1983). Quality and Standards — The Evaluation of Translations. En C. Picken (Ed.), The Translator's Handbook (pp. 121-128). London: Aslib.
: 43. Hargreaves, A. & Earl, L. Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco, CA: Jossey-Bass Inc.
: Alismail, H., & McGuire, P. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150-154.
: American Council on the Teaching of Foreign Languages (2018). Publications. World-Readiness standards for learning languages [on line]. Retrieved from: [111]https://www.actfl.org/publications/all/world-readiness-standards-learning-languages/standards-summary
: American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. American Psychological Association.
: American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA). (1990). Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30-32.
: Blaz, D. (2002). Bringing the standards for foreign language learning to life. Larchmont, NY: Eye on Education, Inc.
: Bunch, G. C., Kibler, A., & Pimentel, S. (2012). Realizing opportunities for English learners in the common core English language arts and disciplinary literacy standards. Understanding Language Initiative.
: Calderón, M. E., y Minaya-Rowe, L. (2010). Preventing Long-Term ELs: Transforming Schools to Meet Core Standards. Thousand Oaks, CA: Corwin Press .
: Calle, L. K. (2017). Citizenship education and the EFL standards: A critical reflection. Profile: Issues in Teachers’ Professional Development, 19(1), 155-168. Retrieved from http://dx.doi.org/10.15446/profile.v19n1.55676.
: Carlos Eduardo Vasco, a Colombian educator and writer in the field of education, defines standards as ''clear and public criteria that allow to judge if a person, institution, process or product fulfill some social expectations of quality'' (2004: 1).[28]^2
: Cárdenas, R. & Hernández, F. (2011). Towards the Formulation of a Proposal for Opportunity-to-Learn Standards in EFL Learning and Teaching. íkala, 16 (28), 231-258.
: Cárdenas, R. & Hernández, F. (2012). Opportunity to teach and learn standards: Colombian teachers' perspectives. PROFILE, 14(2), 77-94.
: Dolnicar, S. (2002). A review of unquestioned standards in using cluster analysis for data-driven market segmentation. Faculty of Commerce-Papers, 273. [77]https://ro.uow.edu.au/commpapers/273/
: EAGLES. Expert Advisory Group on Language Engineering Standards [en línea]. Disponible en: [54]http://nlp.lsi.upc.edu/freeling/doc/userman/parole-es.pdf
: Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education.Washington, D.C.: Albert Shanker Institute.
: Green, J. (2000, December). Standards for validation. National Council on Measurement Newsletter, 8, 4, 8.
: Guerrero, C. & Quintero, A. (2009). English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education. Profile, 11(2), 135-150.
: Guyton, Edith and David Byrd (1999). Association of Teacher Education ATE. Standards for Field Experiences in Teacher Education. Available at [38]http://www.siu.edu/departments/coe/ate/standards/TEstandards.htm.
: Hansen, N. & Chemla, E. (2017). Color adjectives, standards, and thresholds: An experimental investigation. Linguistics and Philosophy, 40(3), 239 -78 [en línea]. Disponible en: [111]http://centaur.reading.ac.uk/68143/.
: IRA y NCTE (1994) Standards for the assessment of reading and writing, IRA y NCTE: USA.
: Johns, A. M. (1985). Academic writing standards: A questionnaire. TECFORS, 8, 11-14.
: Joseph, J. E. (1987). Eloquence and power. The rise of language standards and standard sanguages. Londres: Frances Pinter.
: Kachru, B. (1985). Standards, codification and socio- linguistic realism: the English language in the outer circle' in R. Quirk and H.G. Widowson (eds): English in the World: Teaching and Learning the Languages and Literatures. Cambridge: Cambridge University Press. 11-30.
: Karamitroglou, F. (1998). A proposed set of subtitling standards in Europe. Translation Journal 2(2). [228]http://translationjournal.net/journal/04stndrd.htm
: Kozol, J. (2000). Forward. In J. Cohen & J. Rogers (Eds.), Will standards save public education? Boston, UK: Beacon Press.
: Lear, D. & Abbott, A. (2008). Foreign language professional standards and CSL: Achieving the 5 C’s. Michigan Journal of Community Service Learning, 14(2), 76-86.
: Messick, S. (1995, winter). Standards of validity and the validity of standards in performance assessment. Educational Measurement: Issues and Practice, 5-8.
: Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés [ Basic standards of language skills in foreign languages: English ] . Bogotá, Colombia: Imprenta Nacional.
: National Staff Development Council (NSDC).(2001). Standards for staff development. Retrieved on 04/12/13 from [66]http://www.nsdc.org
: National Standards Collaborative Board (2015). World-Readiness Standards for Learning Languages (4^th ed.). Alexandria, VA: National Standards Collaborative Board.
: National Standards in Foreign Language Education Project (1996). Standards for Foreign Language Learning: Preparing for the 21 ^st Century. Lawrence, KS: Allen Press.
: Needless to mention that the open source Common Ontological Framework of the OASIS Project will follow the MoU/MG recommendation of 2005, which states as basic requirements for the development of fundamental methodology standards concerning content interoperability:
: Objectif: Cet article présente le travail actuel du Groupe de recherche Termisul et fait part de quelques résultats des études menées sur les standards du langage spécialisé depuis 2006.
: Opportunity-to-learn standards are not usually regulated and issued as official documents, But they make part of the Colombian constitution[29]^3 and the General Education Law (Colombia, Congreso de la República, 1994).[30]^4 They have been defined as follows:
: Opportunity-to-learn standards have also been used to determine whether the distribution of resources among schools is adequate and equitable for them to offer quality education and lead their students to achieve national standards (Venezia & Maxwell-Jolly, 2007).
: PMI Standards Committee (2008). A Guide to the Project Management Body of Knowledge. Newtown Square, PA.: Project Management Institute.
: Parakrama, A. (1995). De-hegemonizing language standards. Nueva York: McMillan.
: Paul, R., & Eider, L. (2005). Critical thinking competency standards: Foundation for critical thinking. Location: Publisher.
: Ravitch mentions that in the arguments pro and against the formulation of OTL standards, ''proponents believed that students should not be expected to meet high standards unless their schools had adequate resources'' (1995:13). She adds that
: Sinclair, J. (1996). Preliminary Recommendations on Text Typology. Expert Advisory Group on Language Engineering Standards. [194]http://www.ilc.cnr.it/EAGLES96/corpustyp/corpustyp.html
: The National Standards Collaborative Board (2015). World-Readiness Standards for Learning Languages (4^th ed.). Alexandria, VA: Author.
: Troyan, F. (2014). Leveraging Genre Theory: A Genre Based Interactive Model for the Era of the Common Core State Standards. Foreign Language Annals, 47 (1), 5-24.
: Van Lier, L., & Walqui, A. (2012). Language and the common core state standards. Understanding Language: Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation. Science Standards, 94, 44-51.
: Walters, F. (2010). Cultivating assessment literacy: Standards evaluation through language-test specification reverse engineering. Language Assessment Quarterly, 7(4), 317-342.
: Wells, J. C. (1997). SAMPA computer readable phonetic alphabet. En D. Gibbon, R. Moore, & R. Winski (Eds.), Handbook of standards and resources for spoken language systems (pp. 684-732). Berlin, New York: Mouton de Gruyter.
: World Customs Organization (WCO). (2018). SAFE Framework of Standards to Secure and Facilitate Global Trade. Retrieved from: [65]http://www.wcoomd.org/-/media/wco/public/global/pdf/topics/facilitation/instruments-and-tools/tools/safe-package/safe-framework-of-standards.pdf?la=en
: ___ & Quintero, A.H. (2009). English as a Neutral Language in the Colombian National Standards: A Constituent of Dominants in English Language Education. Profile 11(2), (pp. 135-150).
: van den Broek, P. , Risden, K. & Husebye-Hartman, E. (1995). The role of readers’ standards for coherence in the generation of inferences during reading. En R. Lorch, Jr. & E. O’Brien (Eds.), Sources of coherence in text comprehension (pp. 353-373). Hillsdale, N.J.: Erlbaum.