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start becoming familiar with the foreign language learning and teaching studies that have been conducted in Colombia. There are several journals in which such research has been published. For example, Colombian Applied Linguistics, PROFILE , HOW , Matices and IKALA. At the Centro de Recursos you may find some of these journals.



= **ÍKALA ** =

**2012 **
The most recent Íkala publication is vol. 17 N.1 which comprises from January to April 2012 (5) research articles, a case study and a review.
 * ===**//__READING __//****//: //**===


 * 1) Interaction in an EFL reading Comprehension Distance Web-based Course**-** //Jaime Alberto Osorno González, Sergio Alonso Lopera Medina //

This article reports the positive and negative effects of an EFL reading comprehension distance web-based course.

 Direct link: []

Este artículo describe los efectos positivos y negativos en un curso de competen­cia lectora en lengua extranjera inglés en modalidad a distancia en la red basados en cuatro modelos de interacción.
 * 1) Maestro, traductor y tecnologías de la información y la comunicación en la Escuela de Idiomas de la Universidad de Antioquia: realidades y retos**-** //María Elena Ardila Restrepo, Luz María Becerra Naranjo, Natalia Isabel Cañas Gil //

Direct link:

[]

· //__ EFL ASSESSMENT __//// : //
//Direct link: //
 * 1) El profesor de inglés: sus creencias sobre la evaluación de la lengua inglesa en los niveles primario, secundario y terciario / The Teacher of English: His Beliefs about English Language Assessment at Primary, Secondary and Tertiary Levels**-** //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Claudio Heraldo Díaz Larenas, Paola Alarcón Hernández, Mabel Andrea Ortiz Navarrete //

[|//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/10039//] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direct link:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">La política lingüística de certificación de la competencia en lengua extranjera en la Universidad de Antioquia: un análisis desde el discurso**-** //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Elsa Adriana Restrepo Sepúlveda //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

**//__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DIDACTICA DE ENSEÑANZA A TRAVES DE SIGNOS VISUALES __//**
5. El lenguaje de la imagen y el desarrollo de la actitud crítica en el aula: propuesta didáctica para la lectura de signos visuales- // Rafael Alberto Barragán Gómez, Wilson Gómez Moreno // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This article studies teachers’ practices concerning visual sings. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direct link:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">LITERATURE **
Etnoenglish: trenzando palabras, historias y proyectos devida del pueblo Zenú / Weaving Words, Stories and Life Projects of the Zenu Town - // Diana Luz Jaraba Ramirez, Adolfo Arrieta Carrascal // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This case study analyzes literature stories of the Zenú culture. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direct link:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">HERIDAS URBANAS **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- (urban wounds)
<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It is a review concerning the actual changes. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direct link:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

**//__ 2008 __//**
// 1. ////__ Vol 13, No 19 [January-June 2008] __//

**//__LINGUISTICS__//**
// -Clasificación de textos especializados // a partir de su terminología Mg. Ricardo Guantiva Acosta, Dr. M. Teresa Cabré Castellví, Dr. Josep M. Castellà Lidon This article deals with the classification of a specialized texts in particular one text related to the topic of “human genome, taking into account the detection of linguistic typology of terminology units within the texts. []

**//__COMMUNICATION__//**
This article has to do with the study of non-verbal communication used by football trainers during training sessions as a means of characterizing the representations of mobile conceptual units. []
 * -Tipos de comunicación en interacciones deportivas** **Mg. Gloria Cecilia Vallejo Rendón,Dra. María Cecilia Plested Álvarez**

This article depicts the educational role of intellectuals in the diffusion of history, culture, political education and science in the Mexican mass media. []
 * -Intelectuales, educación y difusión del conocimiento en México** **Ph.D Luis Ochoa Bilbao**

**//__WRITING__//**

 * -La escritura en la Historia: consideraciones acerca del arte literario y la narración histórica** **Mg. Gustavo Adolfo Bedoya**

This study demonstrates the degree of importance of history and literature by showing their differences according to a common understanding of “reality”. []
 * -Producción argumentativa escrita —lengua materna— en contextos educativos bilingües y monolingües: grados 6º, 7º y 8º-Angelmiro Galindo, Lina María Moreno**

This article has to do with the comparison of the argumentative written production of bilingual and monolingual students in 6th, 7th and 8th grades in their mother tongue, as well as the influence of the bilingual students’ school grade on their argumentative written production.

[|**http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2695/2152**]

**//__TRANSLATION__//**
**-De l’usage des pronoms personnels dans deux traductions espagnoles de Tartuffe-** **Laurence Boudart** This article deals with the use of personal pronouns in two Spanish translations whose gap is of nearly two hundred years. This study implemented a contrastive analysis of the two systems by providing an interesting view of the diachronic evolution of translation in Spain

[]

**//__LANGUAGE ACQUISITION__//**

 * -Cross-linguistic influence in multilingual language acquisition: The role of L1 and non-native languages in English and Catalan oral production-** Mireia Ortega

This study analyzes third language acquisition taking into account the factors of cross-linguistic influence in the L1 (Spanish) on L2 (English) and L3 (Catalan) oral production.

[]

**//__PEER- TUTORING__//**

 * -Un modelo tutorial entre compañeros como apoyo al aprendizaje autónomo del inglés-John Jairo Viáfara González, Judith Aleida Ariza Ariza**

This article illustrates the basic principles in peer-tutoring concerning student–tutor and the model of the tutoring process.


 * http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2696/2153**

// 2. ////__ Vol 13, No 20 [July-December 2008] __//

//__TRANSLATION__//

 * //-La crítica de traducción filosófica: el caso de Jacques J. Derrida- Nayelli Castro Ramírez//**

This article presents a set of critiques concerning philosophical translation based on polysemous textual fabric of philosophy and the notion of deconstructive criticism. Moreover, this article evokes some of the characteristics of philosophical translation.


 * //-A Comparative Study of Turkish and Spanish Translations of The Crucible- María Pilar González Vera, Filiz Yalcin Tilfarlioglu//**

//This article analyzes how power and gender relationships affect the translation process of a literary// text. More specifically, this article examines the translation of linguistic politeness and politic behavior in Arthur Miller’s text entitled The Crucible [|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2681/9676//**]

//__MATERIALS USE__//

 * //-El texto literario en la clase de español como lengua extranjera: propuestas y modelos de uso Khemais Jouini//**

This article is aimed at encouraging the use of literary texts in Spanish as a foreign language in intermediate/advanced level as a means of giving an input which comprises oral and written skills and integrates communication skills. []

**//__INTERACTION__//**

 * //-Fórmulas de tratamiento nominales para la pareja en el habla juvenil medellinense- Milton Daniel Castellano Ascencio//**

This article presents a lexical-pragmatic description of nominal forms of address (NFA) used by young people in Medellin when addressing their significant other. []
 * //-Development of Spanish requests and apologies during study abroad- Rachel L. Shively, Andrew D.//**

//The present study analyzed the requests and apologies// pragmatic appropriateness //of 67 U.S. American students// before and after spending one semester in a Spanish-speaking country. [|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2683/2192//**]

**//__LITERATURE__//**
This article analyzed the literaty composition of a traditional historical novel analyzed related to how The French Revolution redefined some meanings and contributed to the formation of the contemporary world. []
 * -Caracterização dos espaços monárquicos em Quatrevingt-treize de Victor Hugo -** **Rosária Cristina Costa Ribeiro**

**//__TRANSLATION__//**

 * -Selección textual y progresión en la enseñanza introductoria a la traducción jurídica-Marie Evelyne Le Poder**

This article is about the selection and progression in teaching the initiation phase of legal translation.

[|**http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2711/2164**]


 * -La enseñanza por competencias, por tareas y por objetivos de aprendizaje: el caso de la traducción jurídica portugués-español-Anabel Galán Mañas**

This paper presents some of the guidelines that should be taken into account in the design of a proposal for teaching translation from Portuguese into Spanish: the necessary competences, the pedagogical conception, the learning context, the learning objectives and contents, the teaching progression, the didactical units and the different types of assessment.

[|**http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2712/2165**]


 * -Lenguas híbridas, traducción y desafíos poscoloniales**

This essay focuses on multilinguality, creolization, hybridization and creative borrowing, as topics influencing translation.

[|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2713/2166//**]


 * //__CULTURE__//**


 * -Folclore, erudición y empirismo en la España del siglo XVI: un ejemplo en Persiles de Cervantes-Lucas Marchante Aragón**

This article explains reality in sixteenth and seventeenth century Spain.

[|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2714/2167//**]


 * -Caníbales por Cali van: Andrés Caicedo y el gótico tropical-Felipe Gómez**

This article evokes cannibalism and vampirism films and fiction made by the Colombian interdisciplinary collective known as Grupo de Cali (the Cali Group).


 * //http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2715/2168//**

**-La langue-culture et les dimensions interculturelles dans l’enseignement et l’apprentissage d’une langue étrangère** **Dra. Lucia María de Assunção Barbosa**

This article presents some general considerations involving the cultural dimension in the context of teaching and learning a foreign language. It also clarifies certain aspects of the word “culture”, demonstrating how it differs from the word “civilization”

[|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2717/2170//**]

**//__LANGUAGE TEACHING__//**

 * //-An Intercultural Approach for Language Teaching: Developing Critical Cultural Awareness Mg.//** **John Jader Agudelo**

This article presents the pedagogical experience of a teacher implementing an intercultural approach in an undergraduate foreign language teaching program.

[|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2718/2171//**]

**-Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics** **Mg. Jaime Usma Wilches**

[|**//http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2720/2173//**]

IKALA - 2009
<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'trebuchet ms'; font-size: 1.3em; text-align: left;">Learning Through Communication In The EFL Class: Going Beyond The PPP Approach <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">//José David Herazo Rivera, Sonia María Jerez Rodríguez, Danilza Lorduy Arellano//

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'trebuchet ms'; font-size: 1.5em; text-align: left;">ABSTRACT

<span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: justify;">**Abstract** Today, it seems clear that the goal of English as a foreign language (EFL) teaching and learning in Colombia is to foster communicative ability. However, the role communication is usually given in classrooms, that of displaying previously taught language items, poses limitations on the value it might have for developing EFL proficiency. In this paper, we disagree with the assumption that communication can only take place when learners //have learned// and defend the position that it might happen when learners //are learning//. Our position is supported with grounded theoretical reflection as well as with data coming from the EFL class of a group of sixth graders during an ongoing action research project on the use of task-based learning (TBL) to develop citizenship and EFL proficiency.

<span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: justify;">//Keywords//: communication, learning tasks, PPP approach, EFL teaching and learning

http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/3161

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'trebuchet ms'; font-size: 1.3em; text-align: left;">Educational And Lingusitic Problems Of The Idigenous Peoples Of Venezuela http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/3159

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'trebuchet ms'; font-size: 1.3em; text-align: left;">Primary Language Teacher Education In Italy: Refining Syllabus Design By Listening To Learners’ Voices <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">//Franca Poppi, Marina Bondi// <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">[]

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'trebuchet ms'; font-size: 1.3em; text-align: left;">Exploring Academic Writing And Voice In ESL Writing <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">//Doris Correa// <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">[]

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'trebuchet ms'; font-size: 1.3em; text-align: left;">The Lexical Decision Test As A Tool For Spanish University Students Placement <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">//Marta Fairclough, Carlos J. Ramírez Vera// <span style="background-color: #ffffff; color: #111111; display: block; font-family: arial; font-size: 12px; text-align: left;">[]

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'Trebuchet MS'; font-size: 1.3em; text-align: left;">Generating New Meanings Through Metonymy In Colombian Slang (Parlache) <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">//Juan Manuel Pérez Sánchez// <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">[]

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'Trebuchet MS'; font-size: 1.3em; text-align: left;">Action Research In Education: A Way Towards Professional Development And Autonomy <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">//Clara Inés Arias, María Isabel Restrepo// <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">[]

<span style="background-color: #ffffff; color: #111111; display: block; font-family: 'Trebuchet MS'; font-size: 1.3em; text-align: left;">Global And Local Trends In Foreign Language Teaching Training <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">//Rosalba Cárdenas Ramos// <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">[] <span style="background-color: #ffffff; color: #111111; display: block; font-family: Arial; font-size: 12px; text-align: left;">ADRIANA PAOLA MANOSALVA TORRES

Maybe the name of the course does not fit with you will be doing throughout this course. Mmm, Yes, you'll be doing more than an Ethnography, you will write a research proposal. Of course you may choose an ethnographic design. Don't blame me, I was not the one who name these courses. In order to start getting the big picture of this course, you may read its

designing a research proposals is one of the key aspects for a pre-service foreign language teacher. Therefore, this course is aimed at providing the participants with the theoretical foundations and a practical experience to write a research proposal. Students will have the opportunity to read quantitative and qualitative research proposals in the area of learning and teaching foreign languages. This is the second course of the research component. The number of direct hours is 128, 64 hrs in French, and a similar number of hours in English. Although the students take the total number of hours, they are required to choose one of the two languages to write a proposal. First Assignment. Based on the first activity we had this morning from which several definitions and thoughts were shared on the concept of research proposal, now you will have the opportunity to expand on a specific word from the list of the key words that describe a research proposal.

> ** [|http://www.cwrl.utexas.edu/~syverson/basicinfo/proposal] ** > ** [] ** >
 * <span style="font-family: Arial,Helvetica,sans-serif;">A proposal defines a __**question**__, problem, or issue [or a set of these] addressed by the project. This is the "engine" that drives the inquiry into the topic. All research proposals must address the following questions: What you plan to accomplish, why you want to do it and how you are going to do it.

<span style="background-color: #ffffcc; color: #4c00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: medium;">**__The main purpose of a research proposal is to show that the problem you propose to investigate is significant enough to warrant the investigation, the method you plan to use is suitable and feasible, and the results are likely to prove fruitful and will make an original contribution. In short, what you are answering is 'will it work?'__** [] WHAT HAPPEN WITH OUR COMMENTS or DEFINITIONS??? PLEASE DON'T ERASE!! By: Moni **AGAIN:** > [] > **HOW TO WRITE A RESEARCH PROPOSAL???** > [] > [] By: MOni COLOMBIAN APPLIED LINGUISCS JOURNAL []
 * **A research proposal usually consists of the following elements:**
 * A title
 * A problem statement/question
 * A subproblem statement
 * Hypotheses statement
 * Demarcation of the terrain of study (assumptions, limitations and delimitations)
 * Definition of terminology
 * Indication of the importance/significance of the study
 * Review of related literature
 * A careful and detailed analysis of the proposed research procedures
 * A time schedule
 * A budget (where applicable)
 * Researcher's qualifications
 * A resource list

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2003 **
<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A paper on the contradictory realities of student teaching viewed through the student teachers’ eyes. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">In this article the author describes her process and experience in studying, designing, planning and implementing the Classroom Research Component in the ﬁrst ﬁve semesters of the Licenciatura program at the School of Language Science, Universidad del Valle.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Developing Reﬂective and Investigative Skills in Teacher Preparation Programs: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This paper is about a teacher development programme (TDP) for teachers of English at the Universidad Nacional de Colombia in Bogotá which has incorporated the research element as a means to motivate practitioners to widen professional knowledge. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This article focuses on the description of an innovative academic program implemented at Distrital University in Bogotá, Colombia that aimed at facilitating EFL teachers’ undertaking of research in schools in Bogotá. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A paper on teacher education programs which are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This article is a ﬁnal report of a research study which aims at describing the process lived by the English coordinator and a group of high school teachers from various disciplines which was sponsored by el Instituto para la Investigación y el Desarrollo Pedagógico - IDEP (one of the most serious institutions that support educational research in Colombia).
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher researchers as writers: A way to sharing ﬁndings **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Growing together as teacher researchers **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tomorrow’s EFL teacher educators **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Through the eyes of a researcher: A school’s literacy project **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers’ informed decision-making in evaluation: Corollary of ELT curriculum as a human lived experience **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This article characterizes informed decision-making as one important activity of evaluation in the English Language Teaching (ELT) curriculum. It emphasizes on a distinction between human and technical approaches to evaluation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">The purpose of this research study was to examine the rater reliability and the concurrent validity of the Language Center oral assessment rubric (LCR) with the KET (Key English Test) and PET (Preliminary English Test), Cambridge Examinations. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This article proposes a framework to create readers and writers in the second language classroom. The components of the framework are curriculum, instruction and assessment.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Validation of an oral assessment tool for classroom use **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A framework to build readers and writers in the second language classroom **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This paper encompasses analyses of pedagogical and cultural situations from the perspective of some of the authors studied in the discourse analysis class. Cultural authenticity and cultural stereotypes are dealt with stemming from real issues.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Analysis of pedagogical and cultural situations from the vantage point of discourse analysis **

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2008 ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This article reports on the results of an action-research project aimed to gain insights into EFL writing and to analyze the role that feedback played in the process of writing.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Blogging: A way to foster EFL writing **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This paper is based on the analysis of the nature of the first language influence on the written production of an Italian learner of English as a foreign language. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cross-linguistic influence in the writing of an Italian learner of English as a foreign language: An exploratory study **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From pre-school to university: student-teachers’ characterize their EFL writing development **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This is a historical review of approaches used to support students’ writing in English as a foreign or second language, as well as of Colombian teachers’ efforts to guide their pupils’ in this area becomes the starting point for this qualitative research. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This article provides a report on a finished piece of research. The study is divided into two stages. Firstly, the brain dominance and grammatical sensitivity of Pedagogy and Medical students in a Chilean university were measured. The correlation of both variables shows that Medical students are better at grammatical sensitivity than Pedagogy students and that left-brain dominance involves higher levels of grammatical sensitivity than right-brain dominance. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">In this paper the author describes how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grammatical sensitivity: a correlational-explanatory study on brain dominance and EFl training to improve gains **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">‘I said it!’ ‘I’m first!’: Gender and language-learner identities **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Young English language learners making thinking and language visible **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This paper aims to provide teachers with a resource to assist them in understanding the inner workings of young English Language Learners (ELLs) and how they externalize their thoughts in either their first or second language. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Psycho-linguistic and socio-cultural approaches to language learning: A never ending debate **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: justify;">This paper critically examines psycholinguistic and socio-cultural approaches for language learning. It provides a thorough discussion of the ontological positions where they originate, the methods they use, some relevant work under each perspective and most importantly criticisms that each perspective faces.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By: Mayra Alejandra Camacho Ardila **

Matices en Lenguas Extranjeras, Electronic Journal - Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
2007 [] by: Lagos Bejarano Jenny, Ruíz Granados Yojana this paper shows the results of an ethnographic design base on the program for autonomous learning of foreing languages.
 * **La autonomía en el aprendizaje y en la enseñanza de Lenguas Extranjeras: Una mirada desde el contexto de la educación superior**

//Usma Wilches Jaime A.//Este artículo explora el modelo denominado “Instructional Decision-Making” (IDM) (Toma de Decisiones del Docente) como un medio para conectar la teoría existente en el área de adquisición de segundas lenguas (SLA) y la práctica en la enseñanza y el aprendizaje de un idioma.. [] //<span style="background-color: #ffffff; color: #111111; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 11px;">Rey González Silvia Alejandra // <span style="background-color: #ffffff; color: #111111; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">El presente artículo pretende esbozar de manera condensada el procedimiento, las implicaciones y el análisis de algunos de los ejercicios de comprensión lectora y producción escrita desarrollados con un grupo de 23 niños de grado sexto, haciendo énfasis en cinco cartas de estudiantes de ese mismo grado, para representar los resultados de una investigación de corte cualitativo y etnográfico. <span style="background-color: #ffffff; color: #111111; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">2008 [] Ligia Cortés Jairo Hernández **Rafael Arteaga Díaz*** Se reúnen aquí sus planteamientos, interrogantes y preocupaciones, así como la relación con el contexto educativo colombiano. [] Fanny Stella Torres Vigoya Este estudio da una visión epistemológica y práctica del trabajo por proyectos de aprendizaje como una estrategia pedagógica, didáctica y metodológica centrada básicamente en el educando. 2009 [] Mtra. Jessica Mariela Rodríguez Hernández Comprehension is the main purpose of reading and involves three factors: the reader, the text, and the context in which the text is read.
 * **Instructional Decision-Making as a Framework to Connect Theory and Practice in Language Teaching: The Case of Focus on Form** []
 * **La representación de los modos de leer y escribir de 23 niños con “problemas” académicos en una escuela pública, a partir de algunos ejercicios de comprensión lectora y de producción escrita (incluyendo 5 cartas)**
 * **¿Qué espera la sociedad colombiana de los profesores de lenguas extranjeras?**
 * **Learning Projects: A Multiple Way to Stimulate Knowledge and Skills in the Foreign Language**
 * **Reading Comprehension Strategies: A Case Study in a Bilingual High School**
 * **Non-native children reading in English: Types of miscues and the L1 influence revisited**

[] Dr. Ilona Huszti This paper reports the findings of a case study that investigated the reading errors or miscues made by young EFL learners. [] Jahir Aguirre Morales This article reports the results of a small scale research project carried out at a public university in Colombia. This research study aimed at describing the kind of reflections that six first level English students, belonging to a Language Institute, carried out after being guided in the use of language learning strategies to initiate autonomous learning processes. The findings showed that students reflected upon their own language learning, they realized that there were useful strategies for them and they recognized the need for guidance...
 * **Iniciación de procesos autónomos a través de la reflexión de estudiantes ydocentes acerca del uso de estrategias de aprendizaje**

2010
 * **Learning strategies: Tracing the term**

[]

Olga Lucía Uribe Enciso This paper tries to follow a chronological thread towards which cognitive and pedagogical concepts of LS e.g. LS conscious or unconscious nature, LS differences or similarities to CS (Communication Strategies), and LS classifications derived from such conceptions, are drawn together. [] Erzsébet Bárány, The present paper describes the findings concerning the receptive skills (listening and reading) in two modern languages (English and Ukrainian) of ten-year-old Hungarian children living in a minority context in Ukraine.
 * **Developing receptive skills in two modern languages: some facilitating and hindering factors**
 * **The Transformation of the Protagonist’s Personality in the Tragedy of King Lear** [] Edwin Martínez Pulido The main interest of the present paper is to show the development or configuration of the personality of the tragic hero in Shakespeare’s tragedy King Lear, and especially in what has to do with the two facets just outlined, that is, the inward aspect as well as the relational one. To achieve this objective I will be...