📚Suggested reading: 📄Díaz, I. J., Ipia Salinas, C., & Cuesta Medina, L. (2023). Shaping better futures: Inside-out Colombian English language teachers’ gaps and practices. 🔗https://doi.org/10.15446/profile.v25n2.95969 #EnglishLanguageTeaching #TeacherEducation #ProfessionalDevelopment

📙Suggested reading: 📄Rahmani Doqaruni, V. (2023). Functions of teachers’ narratives in EFL classroom contexts. 🔗https://doi.org/10.15446/profile.v25n1.99190 #Narratives #EnglishLanguageTeaching

📖Suggested reading: 📄Asenjo, N. & Yancovic-Allen, M. (2024). Chilean English language teachers transforming their beliefs and practices through reflection. 🔎https://doi.org/10.15446/profile.v26n2.108568 #TeachingPractice #ForeignLanguages #ProfessionalDevelopment

📘Suggested reading: 📄Bonilla-Medina, S. X., Varela, K. V., & García, K. (2021). Configuration of racial identities of learners of English. 🔗https://doi.org/10.15446/profile.v23n2.90374 #EnglishLanguageLearning #RacialIdentity

📚Suggested reading: 📄Rubio-López, B. P. (2024). Developing EFL students’ multimodal communicative competence through Lady Whistledown’s Society Papers: A teaching proposal. 🔎https://doi.org/10.15446/profile.v26n1.107896 #CommunicativeCompetence #Gamification #Multimodality

📖Suggested reading: 📄Ormeño, V., & Rosas, M. (2023). Teaching practicums during the pandemic in an initial English teacher education program: The preservice teachers’ perspective. 🔎https://doi.org/10.15446/profile.v25n2.102959 #RemoteTeaching #PreserviceTeachers #Practicum

📙Suggested reading: 📄Lizarazo Pereira, D. M., Roberts, F., & Tamayo, R. M. (2023). The influence of emotions and word frequency in first and second language processing: Evidence from the Emotional Stroop Task. 🔗https://doi.org/10.15446/profile.v25n1.95379 #WordFrequency #WordRecognition

📖Suggested reading: 📄Peynado, C. C., Morales-Triviño, M. C., & Castañeda-Trujillo, J. E. (2022). A collaborative autoethnography on being preservice English language teachers throughout the bachelor’s degree. 🔎https://doi.org/10.15446/profile.v24n2.91113 #Autoethnography #TeacherIdentity

📗Suggested reading: 📄Pérez-Rubiano, P., Peñaloza-Rallón, A., López-Acevedo, J., & Camargo-Albarracín, S. (2024). Reclaiming the Colombian English language teaching field to sow the seeds of change through self-study. 🔗https://doi.org/10.15446/profile.v26n2.108983 #TeacherIdentity #SelfStudy

📘Suggested reading: 📄Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement. 🔎https://doi.org/10.15446/profile.v23n2.90195 #EmergencyRemoteTeaching #LanguageTeachers

📖Suggested reading: 📄Banegas, D. L., & Romano, M. E. (2024). (De)Motivating factors among TESOL professionals writing in English for publication from South America. 🔗https://doi.org/10.15446/profile.v26n1.108198 #Demotivation #AcademicWriting

📚Suggested reading: 📄Becerra-Posada, T., & Arroyo, D. C. (2023). Colombian preservice teachers enacting task-based language teaching principles before and during the transition to remote teaching. 🔗https://doi.org/10.15446/profile.v25n2.103146 #PreserviceTeachers #RemoteTeaching #TeacherEducation

📙Suggested reading: 📄Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye. 🔎https://doi.org/10.15446/profile.v25n1.101065 #DynamicAssessment #TeacherBeliefs

📖Suggested reading: 📄Castillo-Nava, D. L. & Mora-Pablo, I. (2022). English learning and teaching at a polytechnic university in Mexico: Towards bilingual education? 🔗https://doi.org/10.15446/profile.v24n2.97530 #BilingualEducation #EnglishLanguageTeaching #UniversityEducation

🎞️Check out the videoabstract of the article: 📄Translingualand: A Comprehensive Bilingual Education Proposal for Children in Two Colombia Public Schools 👉https://youtu.be/JzZXLZ7zHlA?si=UoF6HbxdbuQABxut #BilingualEducation #LearningEnvironments #Translanguaging

📕Suggested reading: 📄Forero-Mondragón, A. J., & Quintero-Polo, Álvaro H. (2022). Disciplinary power lying behind the requisite of English language mastery in international scholarships. 🔗https://doi.org/10.15446/profile.v24n1.91112 #EnglishLanguageTeaching #Testing #Scholarships

📗Suggested reading: 📄Tatar, S. (2024). Exploring non-native-English-speaking preservice EFL teachers’ cognitions: What teaching philosophy statements can tell us. 🔎https://doi.org/10.15446/profile.v26n2.108741 #TeacherCognition #TeacherEducation #PreserviceTeachers

📚Suggested reading: 📄Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – support – question” Routine to foster coherence within interactive oral communication among EFL students. 🔗https://doi.org/10.15446/profile.v20n2.63554 #InteractiveCommunication #DiscourseCompetence

📘Suggested reading: 📄Romero, Y., & Pérez, A. (2021). Fostering citizenship and English language competences in teenagers through task-based instruction. 🔗https://doi.org/10.15446/profile.v23n2.90519 #CitizenshipEducation #CommunicativeCompetence #EnglishLanguageLearning

📚Suggested reading: 📄Sancho-Ortiz, A. E. (2024). Analysing the functionality of Twitter for science dissemination in EFL teaching and learning. 🔎https://doi.org/10.15446/profile.v26n1.105685 #TeachingEnglish #OnlineDiscourse #Multimodality

📚Suggested reading: 📄Valdelamar González, C., & Calle-Díaz, L. (2023). Teachers’ agency development when adapting the Colombian English suggested curriculum for high school. 🔗https://doi.org/10.15446/profile.v25n2.104627 #LanguagePolicy #TeacherAgency #Curriculum

📖Suggested reading: 📄Honarparvaran, M. & Khaghaninejad, M. S. (2023). Professional demotivating factors among high school, institute, and university EFL teachers: A comparative study. 🔗https://doi.org/10.15446/profile.v25n1.96423 #EnglishLanguageTeachers #DemotivatingFactors

📖Suggested reading: 📄Bastidas, J. A. (2022). Are language teaching methods really dead as some TESOL gurus have proclaimed? 🔎https://doi.org/10.15446/profile.v24n2.96952 #LanguageTeaching #Postmethod

📚Suggested reading: 📄Cruz-Ramos, M., & Herrera-Diaz, L. E. (2022). Assessment of students’ oral communicative competence in English through a web conferencing platform. 🔗https://doi.org/10.15446/profile.v24n1.91282 #InstructionalDesign #Assessment #LanguageInstruction #OnlineCourses

📗Suggested reading: 📄Duque Salazar, D. M., Tangarife Loaiza, M. A., & Velásquez Hoyos, Ángela P. (2024). Interculturality in Latin American rural bilingual education: A systematic literature review. 🔎https://doi.org/10.15446/profile.v26n2.109822 #Interculturality #BilingualEducation

📖Suggested reading: 📄Caicedo Pereira, M. J., Lozano Bermúdez, J. A., & Vanegas Medina, L. A. (2018). Improving L2 oral accuracy and grammatical range through self-assessment of video speech drafts. 🔗https://doi.org/10.15446/profile.v20n2.61724 #GrammaticalRange #OralAccuracy #SelfAssessment

📘Suggested reading: 📄Sanchez-Aguilar, J. (2021). Tutors’ and tutees’ behaviors, attitudes, and perspectives regarding EFL peer tutoring in higher education in Mexico. 🔎https://doi.org/10.15446/profile.v23n2.87744 #EnglishLanguageLearning #HigherEducation #PeerTutoring

📚Suggested reading: 📄Carvajo Lucena, C. & Guijarro Ojeda, J. R. (2024). Examining the wellbeing of in-service EFL teachers in a Spanish context. 🔗https://doi.org/10.15446/profile.v26n1.105783 #EnglishLanguageTeachers #TeacherBurnout #TeacherWelfare

📖Suggested reading: 📄Loo, D. B. (2023). “It feels like a performance when I teach online”: Autoethnography of tensions in teacher identity. 🔗https://doi.org/10.15446/profile.v25n2.104914 #Autoethnography #EnglishLanguageTeaching #TeacherIdentity #OnlineEducation

📙Suggested reading: 📄Pérez Berbain, M., Payaslian, L., Sauer Rosas, A., García, B., & La Porta, A. (2023). The impact of mentoring on English language teachers: A case from Argentina. 🔎https://doi.org/10.15446/profile.v25n1.101711 #ProfessionalDevelopment #EnglishLanguageTeaching #TeacherKnowledge

📚Suggested reading: 📄Kusuma, I. P. I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching. 🔗https://doi.org/10.15446/profile.v24n2.97497 #OnlineEducation #TeachingEnglish #Technology

📕Suggested reading: 📄Wood-Borque, P. (2022). Compiling a corpus of audiovisual materials for EFL learning: Selection, analysis, and exploitation. 🔎https://doi.org/10.15446/profile.v24n1.91448 #AudiovisualMaterials #CommunicativeCompetence #Corpus

📖Suggested reading: 📄Sierra-Gordillo, J. (2024). Gendered subjectivities in English classrooms: A critically queered examination of sex-segregated education. 🔗https://doi.org/10.15446/profile.v26n2.108875 #QueerLinguistics #Heteronormativity #Gender #Subjectivities

📕Suggested reading: 📄Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning. 🔎https://doi.org/10.15446/profile.v20n2.63845 #CollaborativeLearning #LanguageInteraction

📘Suggested reading: 📄Lucero, E. & Cortés-Ibañez, A. M. (2021). Pedagogical practicum and student-teachers discursively conceived in an ELT undergraduate program. 🔗https://doi.org/10.15446/profile.v23n2.89212 #PedagogicalPracticum #TeacherEducation

📗Suggested reading: 📄Montoya, A. & Correa, D. (2024). Discriminatory practices against non-native English speaker teachers in Colombia’s language centers: A multimodal study. 🔗https://doi.org/10.15446/profile.v26n1.105427 #DiscriminatoryPractices #LanguageCenters #NativeSpeakers #NonnativeSpeakers

🗣️Today! Aug. 28 | Presentation of Profile Vol. 27 No. 2 💬A conversation with some of the authors of this issue. 🕓4:00 p. m. (Bogotá time, GMT -5) 📍Google Meet 🔗Register to receive the Google Meet link: forms.gle/SXVgJUpwJHVP...

🔔This Thursday, Aug. 28: 🗣️Presentation of Vol. 27, No. 2 of @PROFILEJournal 📍Google Meet 🕓4:00 p.m. (GMT -5) Registration: forms.gle/SXVgJUpwJHVP... Join us in a conversation with some of the authors of this issue!

Author Wilder Yesid Escobar-Alméciga briefly introduces his article "Ethnography of Multimodal Communication: An English-Mediated University Classroom Interaction Analysis" published in Vol. 27 No. 2 (July-December, 2025) of the Profile journal. youtu.be/KhtjU6-ZwqM?...

📚Suggested reading: 📄Garcia-Ponce, E. E. (2020). Needs analysis to enhance English language proficiency at a Mexican university. 🔗https://doi.org/10.15446/profile.v22n2.82247 #EnglishLanguage #NeedsAnalysis #HigherEducation

📙Suggested reading: 📄Álvarez Valencia, J. A., & Valencia, A. (2023). Indigenous students and university stakeholders’ challenges and opportunities for intercultural decolonial dialogue. 🔎https://doi.org/10.15446/profile.v25n2.102812 #CriticalInterculturality #IndigenousStudents #Decoloniality

📘Suggested reading: 📄Contreras León, J. J., & Chapetón Castro, C. M. (2017). Transforming EFL classroom practices and promoting students’ empowerment: Collaborative learning from a dialogical approach. 🔎https://doi.org/10.15446/profile.v19n2.57811 #CollaborativeLearning #DialogicalApproach #EFL

📢Upcoming event: Join us for the presentation of the latest issue of Profile journal (Vol. 27, No. 2, Jul-Dec 2025). 🗓️Thursday, August 28 🕓 4:00 p.m. (GMT -5) 📍Google Meet Registration: forms.gle/SXVgJUpwJHVP...

📙Suggested reading: 📄Rezvani, R., & Miri, P. (2023). Sensitizing citing practices of graduate students of TEFL in academic summary writing. 🔗https://doi.org/10.15446/profile.v25n1.101568 #AcademicWriting #GraduateStudents #TEFL

📖Suggested reading: 📄Crawford, T., Lengeling, M., Mora Pablo, I., & Heredia Ocampo, R. (2014). Hybrid identity in academic writing: “Are there two of me?” 🔗https://doi.org/10.15446/profile.v16n2.40192 #AcademicWriting #ProfessionalIdentity

📕Suggested reading: 📄Richter, K., Houde, P. M. A., & Zimányi, K. (2022). The repertory grid interview: Exploring qualitative and quantitative data on language teachers’ pedagogical beliefs. 🔎https://doi.org/10.15446/profile.v24n2.95749 #MixedMethods #ForeignLanguageTeachers #PedagogicalBeliefs

📖Suggested reading: 📄Tavella, G. N., & Fernández, S. C. (2022). The educational purpose of language teaching at university: Giving voice to native communities. 🔗https://doi.org/10.15446/profile.v24n1.92481 #InterculturalCommunication #NativeCommunities #ForeignLanguageInstruction

📖Suggested reading: 📄Başar, S. & Çomoğlu, İ. (2024). A review of critical pedagogy-informed collaborative professional development practices in English language teaching. 🔎https://doi.org/10.15446/profile.v26n2.110341 #CriticalPedagogy #EnglishLanguageTeachers #TeacherEducation

🔍In the new issue: This reflective article advocates for integrating lexical principles into curricula to boost students’ communicative competence. 📘Read more: revistas.unal.edu.co/index.php/pr... #EFL #LexicalCompetence #EducationPolicy #VocabularyTeaching #TEFL

🔍 In the new issue: This study uses critical discourse analysis to explore ideological elements in teaching, revealing the ethical, political, and cultural dimensions of language education. 📖 Read more: revistas.unal.edu.co/index.php/pr... #ELT #DiscourseAnalysis #TeacherIdentity #LanguageEducation