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Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice

Marian Lissett Olaya Mesa

149-170

Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students

Iván Aguirre Sánchez

26-41

Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans

Mary Mily Gómez Sará

139-156

EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Dánisa Salinas, Maximiliano Ayala

33-49

“Of Being and not Being:” Colombian Public Elementary School Teachers’ Oscillating Identities

Álvaro Hernán Quintero Polo, Carmen Helena Guerrero Nieto

190-205

Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking

Carmen Helena Guerrero-Nieto, Álvaro Hernán Quintero-Polo

119-133

On Rethinking Our Classrooms: A Critical Pedagogy View

Yolanda Samacá Bohórquez

194-208

Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Bryan Meadows

148-169

Analysis of the Teaching Practices at a Colombian Foreign Language Institute and Their Effects on Students' Communicative Competence

María Fernanda Jaime Osorio, Edgar Alirio Insuasty

45-64

Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT

Diego Fernando Ubaque-Casallas

33-52

Non-normative corporalities and transgender identity in English as a Foreign Language student teachers

Diego Ubaque-Casallas, Harold Castañeda-Peña

13-30

Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires

John Steven Gómez-Giraldo

84-104

Publishing in Local ELT Journals: A Way to Decolonialize Knowledge

Melba Libia Cárdenas

31-46

Elementary Teacher’s Conceptions towards the Incorporation of English in Their Teaching Practices

Marian Lissett Olaya-Mesa, Willian Alexander Mora

110-134

Learning English Through Inquiry: An Acquired Experience in Three Public Settings in Colombia

Claudia Janneth Parada Moreno

141-166

Editorial

Melba Libia Cárdenas

7-9

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HOW Journal is published by The Colombian Asociation of Teachers of English (ASOCOPI)

Address: Carrera 27 A # 53 – 06 Oficina 405, Bogotá (Colombia)

Telephone/landline: (+57 1) 2115018

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www.howjournalcolombia.org