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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

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

1) Candidate: training


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt619 - : Meanings constructed by academics about the teaching of linguistics for teacher training: a case study

2
paper CL_LiteraturayLingüísticatxt189 - : According to Krashen (1989) there is an evidence that positions pleasure reading as a powerful effect for language acquisition. For this sake it is necessary to provide beginning students with interesting and comprehensible texts i.e they need to capture students' attention. In this way, he states 'the necessary rules the student is ready to acquire will automatically be provided'. This due to the fact that generally texts attempt to teach new vocabulary and grammar ensuring low comprehensibility. It is necessary then, to take into account that training long-term memory interferes with comprehension (Smith, 1978 in Krashen, 1989: 20 ).

3
paper CL_LiteraturayLingüísticatxt187 - : Even though mentoring in English language teaching started off as an impromptu scheme, whose theoretical underpinnings are partly based upon -as the authors (ibid: 2) admit- their 'own experiences in motherhood, psychiatric nursing, counselling, training and drama, teaching, as well as EFL teaching and teacher education', it is interesting to observe the momentum that mentoring has gained over the last years. So much so that by quickly surfing the Net, one learns, for instance, that 'the project 'PRESETT PARTNERSHIP: Towards a Coherent and Effective Partnership Between Universities and Schools in Pre-service Teacher Education" was launched by The British Council in the summer of 2002 in Latvia', and that there was a mentor training course in November 2004 in Serbia and Montenegro, and that the teaching programme in Manchester involves teaching 'classes under the guidance of an experienced English teacher who acts as your mentor .. .who observes some of the lessons... and helps to plan the

4
paper CL_LiteraturayLingüísticatxt71 - : Most of the applications and analyses carried out during a course of modern linguistic semantics employ the «normal» uses of language, that is to say, common texts which we encounter in our daily experience. However, there is an area of human experience which all of us teachers come across during our training at the undergraduate level: literature .

5
paper CL_LiteraturayLingüísticatxt625 - : Those who disagree recommend not to introduce these sorts of tools at this level of their training:

6
paper CO_ColombianAppliedLinguisticsJournaltxt55 - : Regarding the training, the topics covered were: 1 )-ing for adjectives 2) subjects 3) objects and object pronouns. These contents were chosen since they had the lowest scores in the grammatical sensitivity pre-test in Pedagogy students.

7
paper CO_ColombianAppliedLinguisticsJournaltxt6 - : Many teachers insist on having separate training programs in which public and private schools are not mixed. They believe that the two settings need to be treated as two separate worlds. Nancy, highlights that her work conditions are very different from those in private schools (González et al. 2000). As a consequence, teacher education programs should be specific to each setting. Her opinion about the specialized training for her particular reality is:

8
paper CO_ColombianAppliedLinguisticsJournaltxt71 - : Holistic Training: Teachers' views of pedagogy

9
paper CO_ColombianAppliedLinguisticsJournaltxt71 - : This article reports the results of a qualitative investigation. It explored the representations on the concept Holistic Training that EFL teachers have in Medellin's public, primary schools. This work had the collaboration of 19 teachers, holding a B.Ed or a specialization in English. They answered a questionnaire and an in-depth interview. The interpretation of this information revealed that the representations of these teachers about the Holistic Training have two different dimensions: instrumental and transcendental . Both are structured around student's personality, motivation, their communicative competence and socio-cultural context.

10
paper CO_ColombianAppliedLinguisticsJournaltxt9 - : The EAFIT Language Center training program consists of three main modules:

11
paper CO_ColombianAppliedLinguisticsJournaltxt239 - : This is the mediator’s role-the one who can, at this time and place, intervene by stimulating reflection and raising awareness on the part of the interactants of the need to set specific learning goals, whether related to linguistic contents, such as grammar and vocabulary, or related to intercultural aspects, such as social practices and behaviors, or related to the strategies of teaching and learning languages and strategies to overcome the difficulties agreed between the partners. At this point, we reiterate the importance of Teletandem as a context of reflection upon the process of teaching and learning languages and, therefore, as a unique experience in teachers’ training:

12
paper CO_ColombianAppliedLinguisticsJournaltxt118 - : Certainly, training culturally-responsive NNES elementary ELL teachers is a complex process which requires teamed and collaborative endeavors . We anticipate that this process is even complex in EFL settings, where preservice EFL teachers have limited exposure and interaction with the target language and culture. In an ESL context, ELL teacher educators must acknowledge the difficulty in helping prospective NNES ELL pre-service teachers to change deeply-rooted and relatively unconscious learning habits and acquired beliefs, values and schemata.

13
paper CO_ColombianAppliedLinguisticsJournaltxt151 - : Two days before the training, students received explicit instructions on how to connect to the online platform called Virtualab where the IGO software was placed and also how to use it. Please see [32]Image 3 for an image of the main page of the Virtualab platformThe students were exposed to several learning activities dealing with reading comprehension using these IGOs with the texts explained beforehand. As interactive graphic organisers are computer software, before starting the first session, the students were trained shortly on how to download and use them within the platform (between 10 and 20 minutes). These sessions were carried out in a computer laboratory at the university in order to use the IGO software and save the corresponding student's answers for future analysis. [33]Table 3 describes the steps to be followed during the training:

14
paper CO_ColombianAppliedLinguisticsJournaltxt85 - : a. Divorce between training in the disciplines (English linguistics) and in education: Structurally speaking, in most universities the Language Department, or its equivalent, is in charge of providing the courses in English linguistics and the disciplines in general, whereas it is the Department of Education, or its equivalent, the one responsible for offering the courses in education . This weakness has been confirmed by the reports from the accreditation process some of these English teaching programs have gone through.

15
paper CO_ColombianAppliedLinguisticsJournaltxt85 - : The profile underlying this initial teacher training curriculum is articulated around three dimensions and three axes:

16
paper CO_ColombianAppliedLinguisticsJournaltxt85 - : A very important action is the training required for future staff in accordance with the main principles underlying the curriculum . We venture that interdisciplinary work is the best option in providing new perspectives for language teaching and learning. Additionally, an efficient curriculum needs to have progress indicators set at crucial points in the curriculum as a means to evaluate progress and produce the adjustments required.

17
paper CO_ColombianAppliedLinguisticsJournaltxt298 - : A common observation made by all teachers when asked about challenges faced in implementing a teaching approach to metaphor concerns the lack of teacher preparation at the university. In fact, one participant explicitly stated that no reference whatsoever was made to methodological approaches or strategies that could be used in the teaching of metaphor during their teacher training:

18
paper CO_ColombianAppliedLinguisticsJournaltxt124 - : ^****Douglas Goodwin hold a Ph.D. in Language Studies from the University of Kent, UK, and his doctoral thesis addressed the impact of the cinema in ELT. I have 20 years experience in language teaching/teacher training, and my research interests include: cinema and language learning, intercultural communication . He is a member of the National System for Research in Mexico and am currently participating in research projects which explore the construction of authorial identity and the perceptions of teacher training programs. He is currently the Coordinator of Second Language Learning for the University of Guanajuato.

19
paper CO_ColombianAppliedLinguisticsJournaltxt260 - : “Multifarious training: linguistic, cultural and literary . Good pedagogy.”

20
paper CO_ColombianAppliedLinguisticsJournaltxt161 - : In the second part, a teacher training mini-program was suggested based on some of the most important CLIL theoretical constructs. The teacher training mini-program aims to provide teachers with the information they need for being able to successfully use CLIL in their classes and, consequently, to achieve the vision of the school, offering students an excellent bilingual education. In addition, this mini-program intends to become a tool for teachers to produce good CLIL lessons based on the main theoretical constructs of this approach. By designing and implementing the program, teachers are expected to acquire the abilities they require to become critical in regards to their CLIL teaching practice. The teachers training mini-program is designed to be developed in four sessions: Session 1: CLIL Principles - The 4 CLIL Cs, Session 2: The Language Triptych - Assessment in CLIL, Session 3: Planning a CLIL Unit, Session 4: A CLIL Lesson

21
paper CO_ColombianAppliedLinguisticsJournaltxt141 - : ICT has brought about the innovative use of Web-based learning in second-language learning and teaching, particularly in the area of English as a second language (ESL) (Albirini, 2006). Baylor and Ritchie (2002) state, that "regardless of the amount of technology and its sophistication, technology will not be used unless instructors have the skills, knowledge and attitudes necessary to infuse it into the curriculum" (p. 398). Nowadays in-service teachers are not up to date with the latest trends in ICT tools nor are they familiar with how to use them personally or even incorporate them in their classes. Which is why the training and support those teachers receive in the Masters in ELT program is essential so that while using ICT tools they are enabled to:

22
paper CO_CuadernosdeLingüísticaHispánicatxt164 - : When taking a look at the training process of a teacher, many questions arise: what would the role of the faculty of education be in said training, and which part of the curricula could be reformulated to aid future professional development ? How does academic background prepare teachers to know what is best for them when defining their professional identity?

23
paper CO_FormayFuncióntxt287 - : Genetti, C., & Siemens, R. (2013). Training as empowering social action: an ethical response to language endangerment . En Mihas, E., Perley, B., Rei-Doval, G., & Wheatley, K. (eds.), Responses to language endangerment (in honor of Mickey Noonan). New directions in language documentation and language revitalization (pp. 59-77). John Benjamins. [ [175]Links ]

24
paper CO_FormayFuncióntxt278 - : Aliaga-García, C. (2011). Measuring perceptual cue weighting after training: a comparison of auditory vs . articulatory training methods. En M. Wrembel, M. Kul, & K. Dziubalska- Kolaczyk (Eds.), Achievements and Perspectives in SLA of Speech: New Sounds 2070 (pp. 12-18). Frankfurt am Main: Peter Lang [ [162]Links ]

25
paper CO_FormayFuncióntxt278 - : Carlet, A., & Cebrian, J. (2015). Identification vs. discrimination training: learning effects for trained and untrained sounds . En The Scottish Consortium for ICPhS 2015 (Ed.). Proceedings of the 78 ^th International Congress of Phonetic Sciences. The University of Glasgow, United Kingdom. Recuperado de [174]https://www.internationalphoneticassociation.org/icphs-proceedings/ICPhS2015/Papers/ICPHS0752.pdf [ [175]Links ]

26
paper CO_FormayFuncióntxt278 - : Wong, J. (2012). Training the perception and production of English /e/ and /œ/ of Cantonese ESL learners: a comparison of low vs . high variability phonetic training. Proceedings of the 74 ^th Australasian International Conference on Speech Science and Technology (pp. 3-6). Sydney: Australian Speech Science and Technology Association. [ [240]Links ]

27
paper CO_Lenguajetxt45 - : Additionally, it was found that there seems to be a correlation between language assessment training of teachers and perceptions about language assessment. Trained teachers view assessment positively, as "an integral part of instruction and as a powerful tool to guide the learning process" (López and Bernal, 2009, p.61), whereas teachers with no training (pre-service or in-service) in language assessment have a more negative view of language assessments: "In this view, assessment is simply used as a means to give a grade or to make judgments about the students, but not as a strategy to enhance learning" (p .62). The authors claim that both teachers and prospective teachers need more training in language assessment.

28
paper CO_Lenguajetxt45 - : Even though some professors of the program recognize the relevance of and apply alternative assessment such as debates, role-plays, portfolio, and peer or self-assessment techniques, there is a need for more professors' training in assessment as suggested by Muñoz, Palacio and Escobar (2012): " ...teachers need to be better equipped through education programs, for implementing a wide repertoire of procedures of assessing students' performance that goes beyond traditional test formats" (p.154).

29
paper CO_Lenguajetxt139 - : Narváez Cardona, E. (2012) Training experiences in reading and writing in a Colombian university: the perspective of a professor . En C. Thaiss, G. Bräuer, P. Carlino, L. Ganobcsik-Williams y A. Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (pp. 147-156). California: The WAC Clearinghouse. [ [298]Links ]

30
paper CO_Lenguajetxt63 - : Culture and future foreign language teachers' training: the case of an undergraduate program in a public university in Colombia

31
paper CO_Íkalatxt104 - : CULTURAL TRAINING: A PROPOSAL ON HOW TO ASSUME AND STUDY IT

32
paper CO_Íkalatxt311 - : In relation to CLIL fundamentals, despite the fact that teachers found the training useful in this matter, they still expressed doubts when referring to the language triptych, which is a conceptual tool put forward by (^[113]Coyle, Hood, & Marsh, 2010) that helps teachers and learners identify three types of language needed for effective CLIL: language of learning (language related to understanding the subject ), language for learning (functional language for carrying out learning tasks), and language through learning (new language likely to arise according to individual learner needs during this process). The triptych allows teachers to understand the linguistic progression in CLIL and supports teachers in helping students to use a new language rather than learning vocabulary in isolation. Given the results here, those from the CLIL achievement test, and their comparison with stage one, it is safe to conclude that participants still need lots of support and coaching to understand CLIL

33
paper CO_Íkalatxt80 - : [...] strong voices are insisting that standards must include Opportunity to Learn Standards that take into account educational inputs and processes, not simply content and outcomes. These advocates recognize a responsibility to provide schools with access to knowledge, training, technical assistance, consulting and other forms of support necessary to develop local and state capacity (Educate America, 1994: 1 ).

34
paper CO_Íkalatxt231 - : In order for a training program for pre-service CLIL teachers to possess all the necessary characteristics mentioned previously, we have to consider the specific circumstances of each educational setting at the national and the institutional levels. As ^[72]Pistorio (2009) points out, there is much to be done in terms of theory development that can serve the foundations for new methodologies. In the case of Colombia, in order to train teachers in all the skills pinpointed in the grid (^[73]Bertaux, Coonan, Frigols, & Mehisto, 2009) in the “Competences for CLIL Teachers” section, the needs of a teacher-training program can be summarized in the development of three types of competences: those related to language, theory and methodology, which also fall in line with the ones identified by ^[74]Pistorio (2009 ). Delving into each of these concepts and specifically how pre-service teachers could be trained falls outside the scope of this study.

35
paper CO_Íkalatxt294 - : The selected intercultural texts were used as the training materials in a ten-session treatment. Each session lasted one hour. In the first session, an hour was devoted to guide participants interested in the class. At this stage, he discussed the participants’ consent to participate in the research project, the nature of the ungraded extracurricular enrichment class, and the development of the students’ portfolios. These sessions were conducted two times a week during the first semester in 2016. Fifteen students regularly participated in the critical reading class. During training sessions, the participants were randomly divided into two competitive role-playing groups: a self culture group (A ) and other culture group (B).

36
paper CO_Íkalatxt178 - : Taylor, A., Stevens, J.R. y Asher, W. (2006). The effects of explicit reading strategy training on L2 reading comprehension: A meta-analysis . En J. M. Norris y L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 213-244). Amsterdam: John Benjamins Company. [ [112]Links ]

37
paper CO_Íkalatxt72 - : Assessing the need for strategy training, Cohen points out that ''the ultimate goal of strategy training is to empower students by allowing them to take control of the language-learning process'' (1998: 70 ). He thus outlines three major objectives for strategy training: to develop the learners' own individualized strategy systems, to promote the learner's autonomy, self-direction, and self-evaluation, and to encourage learners to take more responsibility for their own language learning. Since these objectives pay more attention to the process than to the end product of learning, foreign and second language educators need effective, process-oriented, qualitative measures for examining the success of strategy training.

38
paper CO_Íkalatxt259 - : Accordingly, with the objective of contributing to a more systematic identification of the sources of this population’s apparent difficulties with academic writing to then provide an evidential foundation for further work oriented towards identifying more effective strategies for training in academic writing, the present study was guided by research questions asking the following:

39
paper CO_Íkalatxt259 - : Most (52 out of 56) of the participants claimed to have received some kind of prior training on writing in their L+ (English), all within the context of undergraduate degree programs. However, most concurred that this training was general, not focused on academic writing as such: descriptors such as “traditional,” “general,” and “superficial” recurred often in the data .

40
paper CO_Íkalatxt259 - : 6. If you received general training in writing in your L1, did it cover any of the following aspects (check all options that apply):

41
paper CO_Íkalatxt259 - : 9. If you received specific training in academic writing in your L1, at what educational level did you receive it:

42
paper CO_Íkalatxt23 - : Any syllabus can be refined in several different ways. The present study has taken into account one of many possible syllabi. Therefore, in accordance with the limited evidence provided by the results of the present study, the following suggestions for the refinement of syllabi for future training courses addressed to English-language teachers-to-be can be advanced:

43
paper CO_Íkalatxt257 - : ^3The following are the original names of the training sessions in Spanish: El rol de las rúbricas en la evaluación formativa (Picón Jácome, 2013 ); Inglés con propósitos académicos: Una propuesta para los cursos de la Sección de Servicios (Quinchía Ortiz, 2013); El coaching como estrategia de cambio (Gómez Palacio, 2014); Proyectos de aula (Tordecilla Espitia, 2015).

44
paper CO_Íkalatxt296 - : To teach reading strategies according to CSR, two phases of modeling and cooperative application of strategies (^[86]Klingner & Vaughn, 1999, p. 285) were conducted. In the first phase, the strategies were presented to the whole class through explicit instruction, using modeling and thinking-aloud. Therefore, the students were taught the target reading strategies directly for four weeks (eight sessions). Training in this phase was implemented in the following steps:

45
paper CO_Íkalatxt41 - : Strategy instruction supplies students with appropriate tools and techniques to understand and learn new material or skills. With continued guidance and ample opportunities for practice, students learn to integrate information in a way that helps them to recall it at a later time, even in a different situation or setting (Luke, 2006). Given the current state of knowledge about explicit and integrated strategy instruction, this study opted for explicitly instructing beginner EFL students about affective factors and SLLS as part of their everyday language instruction. To do this, the study utilized Cohen's (1998) approach to strategy training: 1 ) Determine learners' needs and the resources available for training; 2) Select the strategies to be taught; 3) Consider the benefits of integrated strategy training; 4) Consider motivational issues; 5) Prepare materials and activities; 6) Conduct explicit strategy training; and 7) Evaluate and revise strategy training.

46
paper CO_Íkalatxt180 - : Towards training in specialized translation: facts and challenges Vers une formation en traduction spécialisée : réalités et défis

47
paper CO_Íkalatxt233 - : Research training in language teacher education: reflections from a mentee and her mentor^[26]^1

48
paper CO_Íkalatxt233 - : In order to comply with the aforementioned requirements, administration and faculty have made research a key component of the English teaching program at Luis Amig. Student teachers enrolled in the program can receive research training in two different yet complementary ways: On the one hand, all students must take the regular path of mandatory research coursework stipulated in the curriculum . As far as research training goes, this is the only preparation most students get. On the other hand, in addition to the mandatory courses, students who want to further their research education can undertake an additional path of research-oriented extracurricular activities, which involves joining an in-house research incubator or semillero^[42]^7 and eventually becoming research monitors and/or research assistants.

49
paper CO_Íkalatxt75 - : In order to achieve bilingual education and make a real success out of CLIL, there are many challenges to overcome. According to Brown, ''challenges range from a demand for a whole new range of textbooks and other materials to the training of language teachers to teach the concepts and skills of various disciplines'' (2007: 56 ). Despite some arguments against CLIL stating that it is too diverse to be widespread in the Colombian context, there are four areas that researchers, educators and anyone else involved in the field need to work on in order for CLIL to suit the Colombian scenario. Those aspects are the following: 1) Language learning approach; 2) Teacher training; 3) Materials' development; 4) Cultural and intercultural competence

50
paper PE_Lexistxt6 - : Los datos nos permiten afirmar que estos seis términos son los más frecuentes en esta modalidad de anglicismos puros debido, pro-bablemente, a la popularidad y relativa antigüedad de los conceptos a los que aluden. Resultan especialmente productivos, desde el punto de vista lexicogenésico, los anglicismos training y cycling, que han dado lugar a numerosas denominaciones: core training, cross training, lift training, personal training, total training ; cycling indoor, indoor cycling, energy cycling, hot cycling. Asimismo, cabe destacar también, en este grupo, otras formaciones acabadas en –ing: flexions kipping, jam stretching, kick boxing. Buscan también imitar^19 formas ya patentadas estos 8 elementos: cross wellness, crossfitness, power-dune, power pump, shape experience, PT solu-tions, xtreme abs. Nótese la función pragmática claramente expresiva de estos términos: wellness, power, shape, solution, xtreme,^20 que evocan sensaciones e imágenes tan perseguidas por los amantes de la buena

51
paper PE_Lexistxt136 - : Training manager es un director de formación .

52
paper VE_Letrastxt159 - : 59. Taylor, A., Stevens, J.R. y Asher, W. (2006). The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis . En Norris, J.M. y Ortega, L. (Eds.) Synthesizing research on language learning and teaching (pp. 213-244). Amsterdam: John Benjamins Company. [ [95]Links ]

53
paper VE_Núcleotxt72 - : 23. Pellegrino, J. W., Goldman, S. R., Brown, M., Oney, B., Nacu, D. C. y Plants, R. (2006). Understanding and influencing the integration of technology into teacher education. In F. K. Oser, F. Achtenhagen y U. Renold (comps.), competenceoriented teacher training: Old research demands and new pathways (pp . 179-196). Rotterdam: Sense Publishers. [ [47]Links ]

54
paper VE_Núcleotxt63 - : BEVT (Bureau of Employment & Vocational Training): oficina de empleo y entrenamiento vocacional .

55
paper corpusSignostxt524 - : * 4) Limited pedagogical training: Although there is a growing body of SSP professional resources such as symposia, conferences, workshops, and publications, formal methodology courses or programs in SSP are not common . Typically, instructors have to resort to self-training by adapting their regular methodological knowledge and experience to the new SSP courses.

56
paper corpusSignostxt433 - : The training of researchers in the area of Humanities: The challenges of the construction of the voice as author in the writing of the doctoral thesis

57
paper corpusSignostxt495 - : Feedback during the process of writing thesis of teacher training programs: Description of the written comments of thesis supervisor

58
paper corpusSignostxt436 - : Narváez Cardona, E. (2012). Training Experiences in Reading and Writing in a Colombian University: The Perspective of a Professor . En C. Thaiss, G. Bräuer, P. Carlino, L. Ganobcsik-Williams & A. Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (pp. 147-156). West Lafayette, Indiana: Parlor Press & WAC Clearinghouse. [ [100]Links ]

59
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 ).

60
paper corpusSignostxt530 - : Moreover, the participant mentioned that his secondary professional objective, which is related to the use of Spanish, is becoming able to fluently and accurately communicate with other professionals in his field that practice in Hispanic countries, such as Mexico-due to his family roots in said nation. He believes that these interactions would contribute toward his future professional growth, due to the potential of networking development. However, the subject’s views on this matter were significantly different in the past. The subject claimed to have developed awareness that led him to prioritize receiving formal linguistic training after taking a lower-level profession-related class as part of his minor: Spanish for the Professions (Health and Human Services )-an intermediate course, where he first acquired some medical jargon. Furthermore, in said class, the participant came to the realization that Spanish is undoubtedly the most spoken language in the US, after English. This fact

Evaluando al candidato training:


2) teachers: 34
3) learning: 21
5) teacher: 18
6) clil: 18 (*)
7) teaching: 17 (*)
10) strategy: 14 (*)
11) reading: 11 (*)
16) strategies: 9
20) assessment: 7

training
Lengua: eng
Frec: 1333
Docs: 434
Nombre propio: 9 / 1333 = 0%
Coocurrencias con glosario: 4
Frec. en corpus ref. en eng: 240
Puntaje: 4.723 = (4 + (1+7.22881869049588) / (1+10.3815429511846)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
training
: 1. Bowker, L. y Marshman, E. (2009). Better integration for better preparation. Bringing terminology and technology more fully into translator training using the CERTT approach. Terminology, 15 (1), 60-87.
: 10. Fandiño, Y. (2011). English teacher training programs focused on reflection. Educación y educadores, 14(2), 269-285.
: 11. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
: 13. Ellis, G. & Sinclair, B. (1989). Learning to Learn English: A Course in Learner Training. Cambridge: Cambridge University Press.
: 15. IFIM CC-Paper: IFIM Institut für Interkulturelles Management: IFIM – Contrast – Culture Training. Zu Ansatz und Methode. Disponible: http://www.ifim.de/reports/cc_training.pdf. [Consulta: 2005, mayo 15]
: 16. Richards, J. (1998). Beyond Training. Cambridge: Cambridge University Press.
: 16. Schmitz, K. D. (2008). Terminology Teaching and Training (after Bologna). Ponencia. Terminology and Society Terminology and Society: The Impact of Terminology on Everyday Life (International Conference), 16-17 November de 2006. Antwerp.
: 18. Halpern, D. (1998). Teaching critical thinking for transfer across domains: dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.
: 19. Vallejo, G., Plested, M.C., Zapata, G. (2004b). The rol of non verbal instruction in aquatic sport training. 9th Annual Congress European College of Sport Science. Université Blaise Pascal, Université D´Auvergne, Clermont Ferrand, 93, 94.
: 20. Wallace, M. (1991). Training foreign language teachers. Cambridge: CUP.
: 21. Woodward, T. (1997). Models and metaphors in language teacher training. Cambridge: CUP.
: 22. Lopez, A., & Bernal, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. PROFILE, Issues in Teachers' Professional Development, 11(2), 55–70.
: 23. Hayes, D. (2000). Cascade Training and Teachers' Professional Development. ELT Journal 54(2), 135-145.
: 23. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
: 24. Wallace, M. (1991). Training Foreign Language Teachers. A reflective Approach. Cambridge: CUP.
: 25. Woodward, T. (1997). Models and metaphors in language teacher training. Cambridge: Cambridge University Press.
: 28. Triandis, H. (1989). Intercultural education and training. En P. Funke (Comp.), Understanding the USA. A cross-cultural perspective (pp. 305-322). Tübingen: Narr.
: 29. Walker, D. y Brake, T. (1992). Doing business internationally. The crosscultural challenges. Princeton: Princeton Training Press.
: 29. Weaver, S. y Cohen, A. (1997). Strategies-based Instruction: A Teacher Training Manual. Minnesota: Center for Advanced research in language acquisition (Carla), University of Minnesota.
: 31. Richards, J. (1998). Beyond training. Cambridge, England: Cambridge University Press.
: 39. Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge, England: CUP.
: 40. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
: 46. Paige, R. M. (2004). Instrumentation in intercultural training. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds), Handbook of intercultural training (3rd. ed., pp. 85-128). Newbury Park, CA: Sage.
: 55. Kroll, B. (1993). Teaching writing IS teaching reading: Training the new teacher of ESL composition. En J. A. Carson y D. Leki (Comps.), Reading in the composition classroom: Second language perspectives (pp. 61-81). Boston: Heinle and Heinle.
: 61. Ur, P. (1997). Teacher Training and Teacher Development: A Useful Dichotomy? The Language Teacher 21,10. Retrieved from [95]http://jalt-publications.org/tlt/files/97/oct/ur.html
: 67. Woodward, T. (1991). Models and Metaphors in Language Teacher Training. Loop Input and Other Strategies. Cambridge: Cambridge University Press.
: 8. Coombe, Ch., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. Míchigan, Estados Unidos: Michigan Teacher Training.
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