Palabras Clave
- Chapter 1. Identity in the Linguistic Interaction within the Use of the English Language in Social Networks: Theoretical and Methodological Approach, Esther Hugues Santa Cruz, Nolvia Ana Cortez Román
- Chapter 2. Competency-Based Language Teaching: Opportunity or Imposition?, Gloria Carolina Pallanez Dávila
- Chapter 3. Teaching and Learning Strategies Preferred by Pre-service English Teachers, María Georgina Fernández Sesma, Diana Raquel Castillo Federico, Mayauel Magdaleno Moreno
- Chapter 4. State of the Art: Research on Beliefs about Writing in Different Contexts, Oscar Ariel Pierre Velázquez, Elva Nora Pamplón Irigoyen
- Chapter 5. Linguistics Teachers’ Implementation and Assessment of Out-of-Class Teamwork, Elizabeth Ruiz-Esparza, Edgar Emmanuell Garcia-Ponce, Elizabeth Us-Grajales
- Chapter 6. Standardized Tests for Assessing Young Learners’ English Proficiency, María Nelly Gutiérrez Arvizu
- Chapter 7. Emergency Remote Teaching Experiences of Language Teachers during the Pandemic in Mexico: Challenges and Recommendations for the New Normal, Migdalia Rodríguez-Rosales, Carla Michelle Gastélum Knight
Acceso Abierto en:
English Language Teacher Education Studies
Elizabeth Ruiz-Esparza, Migdalia Rodríguez-Rosales
CITAR DIRECTO  https://doi.org/10.52501/cc.255
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Interoperabilidad Metadatos Académicos
| Año: 2024 (Diciembre) | |
| Edición: Primera | |
| Colección: Colección Ciencia e Investigación | |
| ISBN: Comunicación Científica 978-607-2628-00-7 | |
| Páginas: 172 | |
| Tamaño: 16.5 x 23 cm | |
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We are experiencing rapid globalization and technological advancement, and the field of English language teacher education is as a result, undergoing transformative changes. This book explores contemporary challenges and innovations in English Language Teaching research and practice that reflect the complexities of modern language teacher education and professional development.
Elizabeth Ruiz-Esparza
Has the Doctor of Applied Linguistics from Macquarie University (Sydney, Australia) and an ma in Education from the Institute of Education University of London (UK). She teaches at the BA in English Language Teaching at the University of Sonora, in the area of pedagogy. She conducts joint studies with members of a national network of researchers. Her publications and research interests are teaching practice, teacher education and assessment. She has presented her work in national and international conferences.
https://orcid.org/0000-0001-5254-6919
Migdalia Rodríguez-Rosales
Is a full-time professor at the Department of Foreign Languages, Coordinator of the Bachelor’s Degree in English Language Teaching, and Responsible for the Institutional Program coil UniSon (Collaborative Online International Learning) at the University of Sonora. She holds a doctorate in Second Language Acquisition and Teaching (slat) from the University of Arizona and her areas of interest are online language teaching, teaching languages for specific purposes, and the teaching of pronunciation.https://orcid.org/0000-0003-2580-0656
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