000			01696nam a2200241Ia 4500
001			UCASAGRANDE20863
007			ta
008			210819s2007||||xx |||||||||||||| ||eng||
020			_a978-1-931185-42-4
040			_aUCASAGRANDE
041			_aeng
082			_a428.0071
100			_aMcGarrell, Hedy M. _eautor
245		0	_aLanguage teacher research in the Americas
260			_aAlexandría: _bTESOL, _c2007
300			_a203 p.; _c25.5 cm
505			_aLanguage teacher reseach in the Americas.- Understanding practices: Bridging the gap between. What teachers do and what studentes know (Colombia).- Revisiting peer review (canada).- Film in the ESL Classroom: Hearing the student´s voice (Canada).- ESL students as ethnographers: Examining academic interactions (United States).- Studying classroom practices and learner perceptions to improve test quality (Canada).- Listening to text and ESL Students: Facilitating low-frequency vocabulary acquisition incidentally (United State).- Promoting innovative practices through reflective collaboration (Brazil).- Mi and myself: Dual identity in Jamaican contact language speakers (Jamaica).- Local cultures, language politics, and service learnig in the TEFL certificate course (Ecuador).- Finding and leveraging vocabulary strengths while addressing needs (United States).- Are nonnative speakers really able to converse? (United States).- Learning how to learn: metacognitive strategy training with beginning EFL students (Costa Rica)
513			_b2007
650			_aAmérica _984880
650			_aEnseñanza - Inglés _958251
700			_aFarrell, Thomas S. C. _eeditor científico _984704
942			_c1 _e2017-11-07 _zIsledy
999			_c136361 _d136361