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dc.contributor.authorSolis, Daniela B.
dc.coverage.spatialSeccional Medellínspa
dc.date.accessioned2020-12-01T18:21:09Z
dc.date.available2020-12-01T18:21:09Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.11912/6845
dc.descriptionp. 152 - 155spa
dc.description.abstractThe book English Language Teacher Edu¬cation in Chile by educator and researcher Malba Barahona constitutes a notewor¬thy example of research endeavors in the Southern Cone, where English is widely taught but few investigations reach core publications. Here is a South American voice retrieving the value of the local in the global context of English as an international lan¬guage (EIL) (Canagarajah, 2005). The author ranks among “researchers… struggling to construct a universe in which our thoughts are more important than… country-related features without disregarding local contexts from which we can derive lessons in the uni¬verse of learning and teaching… English…” (Nieto Cruz & Cárdenas, 2015, p. 9)spa
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherUniversidad Pontificia Bolivarianaspa
dc.relation.ispartofRevista Digital Palabraspa
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleEnglish language teacher education in Chile: A cultural historical activity theoryspa
dc.typearticlespa
dc.rights.accessRightsopenAccessspa
dc.type.hasVersionpublishedVersionspa
dc.description.sectionalMedellínspa
dc.identifier.instnameinstname:Universidad Pontificia Bolivarianaspa
dc.identifier.reponamereponame:Repositorio Institucional de la Universidad Pontificia Bolivarianaspa
dc.identifier.repourlrepourl:https://repository.unab.edu.co/


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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International