DetallesI am delighted to present this new number of our journal. With this version we start the second decade of our publication and surely this will bring new challenges. The quote aboye, taken from the work by Vieira and Alfredo Moreira, perfectly fits the philosophy and policies we have built in PROFILE during the time we have been , working in its publication. The editorial team, our reviewers, contributors and authors have joined efforts and provided support to maintain our publication because we also envisage our role as community builders. We believe in the importance of circulating our reflections and investigations through publishing. To do so, we have engaged in collaborative endeavours and received insights from advisors and our readership. The spread of the work we have carried out so far and the receptive attitude of our readers give us hints on how we are progressing toward building a culture of significant possibility. Even though we now have more options for getting published nationally and internationally, the chances for different voices to be considered -to be published and then read- are not always tangible. In several cases, teachers and teacher-researchers have regretted the fact that chances are scarce for non-experienced writers.Melba Libia Cárdenas-Beltrán
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Editor / Marca Universidad Nacional de Colombia Ciudad Bogotá Facultad Facultad de Ciencias Humanas Año de Edición 2011 Idioma(s) Español Peso 0.5200 Tipo Producto libro
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EditorialIssues from Teacher ResearchersAdolescents' Awareness of Environmental Care: Experiences when Writing Short Descriptive Texts in EnglishLorena Jaramillo Urrutia & Ana Stella Medina Gutiérrez
Colegio Distrital Aquilea Parra, ColombiaGrassroots Action Research and the Greater GoodIsobel Rainey, GESE/ISE Panel for Trinity College London, United KingdomHow Do EFL Student Teachers Face the Challenge ofUsing L2 in Public School Classrooms?John Jairo Viáfara, Universidad Pedagógica y Tecnológica de ColombiaThe Nature of Recognition in TEFL Teachers' LivesBarbara Scholes Gillings de González, Universidad Veracruzana, Xalapa, MexicoTeachers' Knowledge of Second Language and Currículum: A Narrative ExperienceJenny Alexandra Mendieta Aguilar, Universidad de La Sabana, ColombiaComparing Teaching Styles and Personality Types of EFL Instructors in the Public and Private SectorsClaudio H. Díaz Larenas, Universidad Católica de la Santísima Concepción; Andrea Victoria Rodríguez Moran, Instituto de Idiomas Berlitz & Karen Iocelyn Poblete Rivera, Colegio A-LAFKEN, ChileThe Effect of Direct and Indirect Corrective Feedback on Students' Spelling ErrorsSasan Baleghizadeh & Mehdi Dadashi, Shahid Beheshti University, G.c., Tehran, IranCollaborative Language Learning in Teletandem: A Resource for Pre-Service Teacher EducationAna Cristina Biondo Salomáo, Sao Paulo State University, BrazilIssues from Novice Teacher ResearchersThe Role of Discussion Boards in a University Blended Learning ProgramRosa Isabel González Moreno, Universidad Nacional de Colombia, BogotáIssues Based on Reflections and InnovationsWhen Theory Meets Practice: Applying Cambourne's Conditions for Learning to Professional Development for Elementary School EFL TeachersIsabel Cristina Cadavid Múnera, Claudia Patricia Díaz Mosquera & Diana Isabel Quinchía Ortiz, Universidad de Antioquia, ColombiaPeer Interaction: A Social Perspective towards the Development of Foreign Language LearningJuly Carolina Gómez Lobatón, Universidad Central, ColombiaTeaching EFL Academic Writing in Colombia: Reflections in Contrastive RhetoricJuan D. Gómez, Universidad de Antioquia, ColombiaGuidelines for Contributors
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