Publisher: Universidad Pedagógica y Tecnológica de Colombia   (Total: 20 journals)   [Sort by number of followers]

Showing 1 - 20 of 20 Journals sorted alphabetically
Apuntes del CENES     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access   (Followers: 2)
Ciencia y Agricultura     Open Access   (Followers: 2)
Cuadernos de Psicopedagogía     Open Access  
Cuestiones de Filosofía     Open Access   (Followers: 2)
Derecho y Realidad     Open Access   (Followers: 3)
Educación y Ciencia     Open Access   (Followers: 1)
Enletawa J.     Open Access   (Followers: 8)
Ingeniería Investigación y Desarrollo     Open Access   (Followers: 5)
Inquietud Empresarial     Open Access  
La Palabra     Open Access  
Perspectiva Geográfica     Open Access   (Followers: 2)
Praxis y Saber     Open Access  
Revista Colombiana de Ciencias Hortícolas     Open Access  
Revista de Investigación, Desarrollo e Innovación     Open Access   (Followers: 2)
Revista Facultad de Ingeniería     Open Access   (Followers: 2)
Revista Historia de la Educacion Latinoamericana     Open Access   (Followers: 2)
Revista Historia Y MEMORIA     Open Access   (SJR: 0.101, CiteScore: 0)
Salud & Sociedad     Open Access   (Followers: 1)
Salud Historia Sanidad     Open Access  
Similar Journals
Journal Cover
Enletawa Journal
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2011-835X - ISSN (Online) 2463-1965
Published by Universidad Pedagógica y Tecnológica de Colombia Homepage  [20 journals]
  • Editorial Policies

      PubDate: 2020-04-30
      Issue No: Vol. 12, No. 2 (2020)
  • Preliminaries

    • Authors: Bertha Ramos-Holguín, Anna Carolina Peñaloza
      Pages: 1 - 7
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Editorial

    • Authors: Bertha Ramos-Holguín, Anna Carolina Peñaloza
      Pages: 8 - 9
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Research on English Teaching Policies for Public Schools: From Past to
           Future Paths

    • Authors: Mireya Esther Castañeda
      Pages: 11 - 41
      Abstract: The following paper introduces research studies and publications that could broaden English language teachers and scholars’ understanding about policies for the teaching of English, targeted at public primary schools in various countries of the world. This article also explains how these policies have been addressed in these institutions depending on their needs, the contexts, and the perspectives of teachers, administrators, and stakeholders.
      PubDate: 2020-04-30
      Issue No: Vol. 12, No. 2 (2020)
  • Cultural Hegemony Portrayed in Cutting Edge Pre-Intermediate Textbook

    • Authors: Héctor Javier Caro, Diana Andrea Caro
      Pages: 42 - 57
      Abstract: The use of textbooks in the EFL classroom is a trend that shapes the way language teachers teach and how students learn. Teachers design and use a great deal of materials for teaching and developing foreign language skills, but in terms of culture, they usually prefer to trust publishing houses for the cultural content included in their textbooks. What we do not know is that most of these textbooks promote hegemony and standardization of cultures under the conscious or unconscious ideology of the colonization of being. Teachers need to learn how to analyze and unveil the hidden mechanisms of colonization that are portrayed in some textbooks, a process which can be carried out through the use of Critical Discourse Analysis.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Pre-Service Teachers' Perceptions on the Role of English Teachers

    • Authors: Angélica María Carvajal, Yolanda Duarte Medina
      Pages: 58 - 75
      Abstract: This small-scale research project was carried out with 15 pre-service teachers enrolled in a B.A. English as a Foreign Language program at a private university with a distance learning modality. The goal of this study was to enable pre-service teachers to express what they thought their role as English teachers should be. The researchers chose narrative inquiry as a way to hear the students’ voices and take them into account in order to promote positive changes in their teaching practice. Different data collection instruments were implemented, such as oral narratives from an unstructured interview, written narratives from tutors’ reflections in a journal, and a questionnaire to characterize the participants. The findings showed that the pre- service teachers characterized the role of the English teacher as being committed and engaged in the learning process. They also displayed an empathetic attitude toward teaching in the English classroom. Additionally, they highlighted innovativeness and open-mindedness as crucial traits for creating a positive environment in the classroom and activating the affective filter.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • A General Review of the Role of Technology in the English Language
           Learning Processes 

    • Authors: Arnold Yesid Rojas, Luis Alejandro Novoa, Santiago Andrés Sandoval
      Pages: 78 - 96
      Abstract: This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Writing from the Self: Reflecting on the Role of Creative Writing in the
           Academic Writing Classroom 

    • Authors: Anna Carolina Peñaloza, Laura Camila Salamanca
      Pages: 97 - 121
      Abstract: As academic writing teachers, we are often faced with the challenge of teaching writing as a system or emancipating from its structures. In this reflective paper, we begin by examining our own experiences with writing for academic and creative purposes using co/autoethnography as a method of self-reflection. In addition, we invited three modern language students at a public university in Tunja, Colombia to share their reflections about their writing processes and the role creative writing could play in the academic writing classroom. Our reflections were a first step in rethinking our classroom from a critical sociocultural model, which revealed that students’ individual writing processes, motivation, feedback, and creative writing could help boost students’ self-confidence when writing for academic purposes.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Todo cambia

    • Authors: Lina María Calixto
      Pages: 123 - 123
      Abstract: Poema sobre los cambios positivos que suceden en la vida.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • My Dear English Teacher

    • Authors: Lina María Calixto
      Pages: 124 - 124
      Abstract: Poema de agradecimiento a los profesores de inglés, quienes guían procesos formativos.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • My Dream World

    • Authors: Yesica Yuliana Tobasura
      Pages: 125 - 125
      Abstract: A poem and reflection on life and society.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • The White Rabbit and the Little Wolf

    • Authors: Jey Carolina Ruiz
      Pages: 126 - 127
      Abstract: Fabula escrita en verso, en la cual se usa pasado simple en inglés, además de diferentes verbos y adjetivos para ayudar al aprendizaje del inglés a niños.
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Un Perro Peludo

    • Authors: Mia Gamauf
      Pages: 129 - 129
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
  • Livelihood, Strategic Address, Isolated Interaction, and Fakes Smile

    • Authors: Viviana Angélica Ramos
      Pages: 130 - 133
      PubDate: 2020-04-29
      Issue No: Vol. 12, No. 2 (2020)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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