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Vol 19, No 1 (2017)

As a coeditor of CALJ, I would like to draw your attention to the rising importance of identity studies in the EFL setting and their contribution to the field. The Socratic imperative “know thyself” has inspired teacher researchers around the world (Benwell & Stokoe, 2006; Cheung, 2015; Johnson & Golombek, 2016; Norton, 2013) to raise awareness towards knowledge-power relations affecting our own constitution as subjects (Foucault, 1980). From a poststructuralist view, the comprehension of identity as something not given but constituted has illuminated a type of research more interested in revealing how interior and exterior forces—in Deleuze’s (1993) words—influence our constitution as subjects of a practice. In the field of EFL, research examining identity contributes to the understanding of who English teachers and learners are and how these identities are related to the teaching and learning process. When looking specifically at local studies, one has the sensation that a double effect has resulted from the use of identity as a category of analysis. On the one hand, its use has empowered the critical positions of researchers regarding sociocultural aspects that define and shape English teaching (Bonilla & Cruz, 2014), English teachers’ roles in relation to policies and English teachers’ identities (Gonzalez, 2010; Mendez, 2016; Quintero & Guerrero, 2013), English teachers’ practices of interaction (Fajardo, 2013), and English teachers’ self-perception of their non-nativeness (Viáfara, 2016). On the other hand, it has increased the interest of English teachers in their students’ identities not only to understand aspects affecting the learning of the target language, but also to understand how aspects of identity such as gender, age, culture, and interest might interfere with the teacher and the language per se (Castañeda-Peña, 2009)


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Vol 18, No 2 (2016)

Studies about teacher learning during the last twenty years have focused on the relationship between knowledge and practice. Cochran-Smith and Lytle (1999), situate self-study in the category of knowledge-of-practice and propose a view of inquiry as stance to understand teaching and learning about practice as a process that occurs during the span of a teacher’s career. Self-study research is a fairly new approach to teacher research that views teachers as reflective practitioners and focuses on the critical examination of one´s own practice. The literature on self-study research provides contributions from Dinkelman (2003), Loughran (2007), Cochran-Smith and Lytle (1999), Clandinin and Connelly (2007), and Peercy (2014), among others. Loughran (2007) defends that a central purpose in self-study is uncovering deeper understandings of the relationship between teaching about teaching and learning about teaching. Connelly and Clandinin, (2007, p. 575) distinguish between teachers’ knowledge as something they possess and a view of knowledge as coming from their practices. They consider that self-study is important because of its potential to reveal knowledge of the educational landscape. Dinkleman defines self-study as “intentional and systematic inquiry into one’s own practice” (p. 8). Lastly, Peercy (2014) uses self-study as a mechanism for innovation and change within a framework of practice-based education in teacher education.

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Vol 18, No 1 (2016)

Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the national standards for foreign language teaching. The preparation of future teachers of English focuses mainly on delivering theoretical perspectives of English grammar, linguistics, traditional and decontextualized approaches to EFL teaching, second language acquisition theories, and research methods to mention some of the general content in English language education. The study carried out by Cardenas (2009) investigating the tendencies in language teacher education in Colombia reported that "transmission and language skill oriented models of teaching still exist at universities; educational perspectives that view the person as a social individual and promote a critical model of education are rarely found" (p.100). However, most programs fail to address the challenges and teaching realities that classrooms in public schools face every day. With a single and isolated experience in the practicum in elementary school, an absence of in-depth discussions about critical approaches to teaching in today's challenging times, and a lack of innovative and creative practices that articulate content from the disciplines in the curriculum, future teachers remain unprepared for teaching in classrooms full of children with diverse cultural and socioeconomic needs and literacies


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Vol 17, No 2 (2015)

Belonging to a community of research practice as applied linguists or as academics in any field is part of our professional life. Being an academic implies, inter alia, creativity in advancing knowledge in the disciplines, which reflects in writing journal articles, presenting papers in conferences, doing research, teaching, tutoring students and publishing. Globally, every higher education institution requires that academics publish in prominent journals to make their work and their institution visible and influence their professional field. However, the questions that arise concerning academic production are how do communities of research support academic production?, How do higher education institutions help novice researchers develop academic writing competences?, What is the place of writing within research? How do institutions foster quality publication?
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Vol 17, No 1 (2015)

An analysis of the thematic tendencies in the 41 research articles published in the issues of the Colombian Applied Linguistics Journal during the last three years, 2013-2015, indicates that authors have focused their attention primarily on five topics. These themes can be grouped as a) Trends and Approaches to teaching English as a foreign language, with the highest number of articles, followed by b) language learners´ processes and outcomes, c) teacher education for both preservice and inservice teachers, d) critical literacy and literacy involving social development, and d) uses of Spanish as expression of popular culture and English as a sociolinguistic phenomenon in San Andres. The variety of research reflected in these five thematic groups certainly contributes to addressing the two target disciplines our journal is interested in: Applied Linguistics and English Language Education in the context of Colombia and Latin America.


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Vol 16, No 2 (2014)

Welcome to this new issue of the Colombian Applied Linguistics Journal. This time a new layout is presented addressing the challenges of becoming a digital journal for the applied-linguist academic community. This effort has been cooperatively constructed by the joined efforts of the CIDC Journal Coordinator at Universidad Distrital Francisco José de Caldas, the Editorial and Scientific Committees, the editor and his editorial assistant and the valuable contributions made by authors and peer reviewers. As expressed by Holland, Skinner, Lachicotte and Cain (1998) in relation to identity and agency, this making of a figured world for our journal has been a heteroglossic exercise where multiple voices are entangled together and where the vantage point of our dialogism rests in a plural collective experience that shapes angles of a revisited identity.
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Vol 16, No 1 (2014)

Welcome to our Colombian Applied Linguistics Journal new issue. The present journal edition proposes a hermeneutical exercise on domains of applied linguistics inviting readers to be “implied” revisiting and renewing research horizons at national and international levels around three research interests: Education and professional development of language teachers, Literacy processes and new literacies in two languages and Discourse studies in educational contexts. These academic paths are also the foci of our graduate programme in Applied Linguistics to TEFL at Universidad Distrital Francisco José de Caldas, and they constitute our own research agenda.


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Vol 15, No 2 (2013)

In this issue I would like to address community based pedagogies (CBP) as an approach to teaching and learning used by people interested in doing educational work within a social perspective in our context. Research studies focused on CBP use community asset mapping to document the resources of a community by viewing the community as a place with strengths or assets that need to be preserved and enhanced, not deficits to be remedied. Gee (2000) asserts that recognizing valuable sources available in the community helps learners acquire knowledge embedded in social, cultural and material contexts.
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Vol 15, No 1 (2013)

Literacy acquisition and literacy development are interesting and necessary topics for research, reflection and pedagogical action for educators at all educational levels. Ferreiro’s speech at the 26th quadrennial congress of the International Publishers Union in the year 2000 addressed literacy acquisition as a right of all citizens in a democracy, and as a multidisciplinary field studied by a plethora of scholars from disciplines like history, anthropology, psycho-linguistics, and linguistics. Her discussion, framed within a sociocultural context for literacy, views diversity from different facets: “diversity of systems of writing invented by humanity; diversity of purposes and social uses; diversity of languages in contact; diversity regarding texts” (Ferreiro, 2001, p. 58).


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Vol 14, No 2 (2012)

July - December 2012

In this issue we offer our readers 11 articles in four sections: 6 research articles on different issuesrelated to young learners learning English, 8 and 9 year olds using figural patterns in math classrooms,Nonnative ELL teachers culturally responsive, first year experiences of pre-service teachers,and uses of the mother tongue with EFL University students, the construction of an ESP curriculumfor doctoral students.There is also a theoretical discussion article that proposes the use of the genre-based approach topromote oral communication in the Colombian English classroom. Our section on reflections on praxis includes two articles that discuss ways to improve discussion skills with business students and theprocesses of comprehension, meaning and pedagogy. Finally, the theme review section contains anarticle on Blended Learning and the Language Teacher and a proposal considering TEFL EducationalPrinciples for changing times. We hope the diversity of topics in this issue will fulfill your expectations.

Vol. 14  Nº 1 (January - June 2012)

Vol 14, No 1 (2012)

January - June 2012

For the celebration of twenty years of our graduate program in Applied Linguistics to TeachingEnglish as a Foreign Language in Colombia, we have prepared this special issue that containsreports of research carried out by faculty and graduate students on issues related to DiscourseAnalysis (DA) in Educational Contexts. Putting together an issue on this recently introduced domainof applied linguistics in our program was an interesting, yet very challenging one-year project forboth writers and the editorial team.


Vol 13 Nº 2

Vol 13, No 2 (2011)

July - December 2011

In our previous issue I highlighted the positive impact that classroom research has on the teacher,the context, the field, and on the creation of local knowledge in education. In this issue, I would liketo refer to the value of narrative inquiry in education as a methodology for qualitative research anda resource for teacher professional development. Narrative construction is understood by qualitativeresearchers as a vital human activity that structures experience and gives it meaning (Kramp, 2004).

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Vol 13, No 1 (2011)

January - June 2011

During the last 15 years, research in foreign language teaching and learning in Colombia has become an accepted and welcomed practice among dedicated teacher educators and classroom teachers. It has promoted reflection and contributed to thoughtful action through the implementation of participatory classroom studies at different educational levels from elementary to postgraduate levels. Action research studies are believed to be invaluable practices in education because they can positively impact the teacher, the context, and the field.


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Vol 12, No 2 (2010)

July - December 2010

This volume presents four research studies on Critical Literacy and study on the interlanguage of Turkish EFL learners through the use of complaints.

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Vol 12, No 1 (2010)

January - June 2010

Important aspects serve this year to introduce the twelfth edition of the Colombian Applied Linguistics Journal (CALJ). For the first time in the history of the journal we include articles in Spanish and in English on issues related to applied linguistics in Colombia; we publish two issues a year with the goal of strengthening the education of an academic community in our field and we gain more international visibility and credibility through international directories and indexes such as Ulrich Periodicals, Modern Language Association Bibliography, Educational Research Abstracts and Latindex.


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No 11, (2009)

January - December 2009

This eleventh issue of the Colombian Applied Linguistics Journal introduces significant changes to our publication in relation to its periodicity and the languages accepted for the publication of articles. The editorial and scientific committees consider it important to include articles in Spanish as well as in English on aspects that deal with applied linguistics issues in Colombia and the Americas. Equally relevant, the committees support the institutional decision to publish the jornal twice a year, due to its local and national recognition in the academic community.


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No 10 (2008)

January - December 2008

Welcome to the tenth edition of the Colombian Applied Linguistics Journal. This year we are celebrating ten years of our publication and I would to thank all the authors who have contributed with research, theoretical and pedagogical articles in the fields of ELT and Applied Linguistics during this time. The articles presented in this year's issue deal with three diferents perspectives on the practice of writing in EFL.


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No 9, (2007)

January - December 2007

We are very pleased to start the presentation of the ninth issue by sharing with you all the result of the collaborative effort of the Editorial Committee and a group of twenty five national and international article evaluators.


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No 8 (2006)

January - December 2006


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No 7 (2005)

January - December 2005

Welcome to our seventh issue of the Colombian Applied Linguistics Journal. This time we offer a collection of eight articles that illustrate some of the concerns of critical applied linguistics related with praxis, social, cultural and political domains, critical social inquiry and self reflexivity. We believe that the articles in this issue, to a certain extent, address and contextualize these concerns.


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No 6 (2004)

January - December 2004

We are pleased to be invited to introduce this excellent collection of research reports centered around literacy development. It is a rich and diverse colection but the individual studies share a common focus on putting literacy in a social cultural context. Though the subjects in the studies range from first grade pupils to adults the studies all show literacy in use and development.


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No 5 (2003)

January - December 2003

This issue of our journal Colombian Applied Linguistics is dedicated to the topic of Second Language Teacher Education.