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No. 10 (2015)

View No. 10 (2015)

Published: 2015-06-20

Editorial

Editorial

Josephine Taylor

5-6
- PDF (Español)

Research Articles

Transnationals Becoming English Teachers in Mexico: Effects of Language Brokering and Identity Formation

Irasema Mora Pablo, Leonardo Arturo Rivas Rivas, M. Martha Lengeling, Troy Crawford

7-28
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.264
The Design and Implementation of an In-service EFL Teacher Training Model in the Costa Rican Public School System

Patricia Córdoba Cubillo, Xinia Rodríguez Ramírez, Tatiana Hernández Gaubil

29-50
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.266
Using the Seminar Format to Explore Pre-service Teachers’ Argumentative Abilities in English as a Foreign Language

Pelusa Orellana

51-73
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.267
The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program

Paula Ramírez Marroquín

74-91
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.268
An Approach to Integration: The Integration of Language and Content to promote L2 Learner Autonomy at the College Level

Pablo M. Oliva Parera, María del Pilar Núñez Delgado

92-112
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.269
A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom

Jenny Melo León

113-127
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.270
The Implications of Orthographic Intraference for the Teaching and Description of ESL: The Educated Nigerian English Examples

Omowumi Steve Bode Ekundayo

128-148
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.271

Reflective Articles

The Paradigm of Critical Realism and Involving Educators in Policy Debates

Juan David Parra

149-171
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.272

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