Claudia Marcela Chapeton Castro
Claudia Marcela Chapeton Castro
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The use and functions of discourse markers in EFL classroom interaction
CM Chapetón Castro
Profile Issues in TeachersProfessional Development, 57-78, 2009
Transforming EFL classroom practices and promoting students’ empowerment: Collaborative learning from a dialogical approach
JJC León, CMC Castro
Profile: Issues in Teachers' Professional Development 19 (2), 135-149, 2017
Cooperative learning with a focus on the social: A pedagogical proposal for the EFL classroom
J Contreras, CM Chapetón Castro
HOW 23 (2), 125-147, 2016
Students’ Responses to the Use of Songs in the EFL Classroom at a Public School in Bogotá: A Critical Approach
N Palacios, CM Chapetón
Gist Education and Learning Research Journal 9, 9-30, 2014
The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL
PA Chala Bejarano, CM Chapeton Castro
PROFILE Issues in Teachers' Professional Development 15 (2), 127-147, 2013
Undertaking the Act of Writing as a Situated SocialPractice: Going beyond the Linguistic and the Textual
CM Chapetín Castro, PA Chala
Colombian Applied Linguistics Journal 15 (1), 25-42, 2013
EFL argumentative essay writing as a situated-social practice: A review of concepts.
CM Chapetón Castro, P Chala Bejarano
FOLIOS 36, 23-36, 2012
Literacy as a resource to build resiliency
CM Chapetón
Bogotá, CO: Fondo Editorial Universidad Pedagógica Nacional, 2007
The Use of English Songs with Social Content as a Situated Literacy Practice: Factors that Influence Student Participation in the EFL Classroom
N Palacios, CM Chapeton
Folios 40, 125-138, 2014
Trazos para comunidades discursivas académicas dialógicas y polifónicas: tensiones y desafíos de la lectura y la escritura en la universidad
A Chacón-Chacón, CM Chapetón
Signo y pensamiento 37 (73), 2018
Researching linguistic metaphor in native, non-native, and expert writing
CM Chapetón-Castro, I Verdaguer-Clavera
Human Cognitive Processing (HCP), 2012
Metaphor Identification in EFL Argumentative Writing: A Corpus-driven Study
CM Chapeton
Folios 32, 125-140, 2010
Cross-linguistic Influence in the Writing of an Italian Learner of English as a Foreign Language: An Exploratory Study
CM Chapeton
Colombian Applied Linguistics Journal 10, 50-72, 2008
Getting the Picture of Iconography: An innovative way to teach English to young learners
JA Delgado, CM Chapetón
Editorial Aula de Humanidades, 2015
Creating Reading Clubs that Foster Resiliency: Theoretical Foundations
CM Chapetón
Folios 21, 3-16, 2005
Fostering the development of written argumentative competence in ELT from a critical literacy approach
D Sánchez-Peña, CM Chapetón
Revista Colombiana de Educación, 159-183, 2018
Reading the World as a Literacy Practice: A Teacher's Reflection
CM Chapeton Castro
Colombian Applied Linguistics Journal 6, 121-129, 2004
Cooperative learning with a focus on the social: a pedagogical proposal for the efl classroom. how, 23 (2), 125-147
J Contreras, C Chapetón
Identificación de Lenguaje Metafórico en textos argumentativos en inglés como lengua extranjera: un estudio de corpus
CM Chapetón
Folios, 125-140, 2010
An Informed and Reflective Approach to Language Teaching and Materials Design
E Vera, C Chapetón, Z Buitrago
Bogotá, Colombia: Universidad Pedagógica Nacional, 2018
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