Vol. 27 No. 2 (2025): CALJ: july-december | Colombian Applied Linguistics Journal

View Vol. 27 No. 2 (2025): CALJ: july-december

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Published: 2025-09-09

Meaning-Making in Colombian Applied linguistics, A Two-Decade Synthesis of Trends and Contributions From Language-Centered Pedagogies and Research Towards Transemiotic Practices in the Era of Multimodality

Jefersson Arias-Alzate

https://doi.org/10.14483/22487085.22179

1-16
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The Review on Eye-Tracking Studies in L2 Assessment

Xi cao, Ma Zhenni

https://doi.org/10.14483/22487085.22043

51-63
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Rethinking Inclusion English Language Teachers’ Representations Towards Functionally Diverse Students

Cristhian Camilo Barrero Rico

https://doi.org/10.14483/22487085.23565

147-162
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Constructing Identity Insights from Second Language Teachers' Biographies

Héctor Castro Mosqueda

https://doi.org/10.14483/22487085.22685

109-124
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Teachers’ Perspectives on the Impact of English Immersion on Spanish Language Development in Primary Education

Jorge Andrés Giraldo Gómez, Marinessa Pabón García, ¨Paola Andrea Escobar Puerta, Edison Ferney Castrillón Ángel

https://doi.org/10.14483/22487085.21814

93-108
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University English Learners Designing Digital Multimodal Texts about the Academic Community

Jessica Marcela Velandia Santamaría, Luz Mary Quintero

https://doi.org/10.14483/22487085.22611

125-146
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The Impact of Extraversion on English Language Oral Proficiency (ELOP) of the ESL Students at Tertiary Level of Education in Pakistan

Rehmat Ali Yousaf Zai Rehmat Ali

https://doi.org/10.14483/22487085.22193

20-34
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Education Policies for Bilingualism and Stakeholders’ Views and Practices A Multicase Study in West-Center Colombia Language Education

Luis Felipe Jaramillo Calderón

https://doi.org/10.14483/22487085.22464

35-50
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Digital Storytelling in Spanish Teaching Sociocultural Mediation and Personal Identity Formation

Moisés Llopis i Alarcón

https://doi.org/10.14483/22487085.22580

64-77
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The Teacher as an Agent of Change Against Racism Construction of a Pedagogical-didactic Device

Sandra Soler Castillo

https://doi.org/10.14483/22487085.22837

78-92
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