Research on English language teaching and learning in Argentina (2007-2013)

MELINA PORTO; MARIO LOPEZ BARRIOS; ANN MONTEMAYOR-BORSINGER

Language Teaching

Cambridge University Press

Año: 2016 vol. 49

0261-4448

Invitada en 2011 por el editor de la revista internacional Language Teaching (Cambridge University Press), Dr. Graeme Porte, a contribuir un artículo para la sección A Country in Focus. Se me requirió la presentación de una propuesta de artículo, que fue aceptada en noviembre de 2012. El artículo fue publicado en julio de 2016.Revista indexada en (http://journals.cambridge.org/action/displayJournal?jid=LTA):IBZ International Bibliography of Periodical LiteratureIBR International Bibliography of Book Reviews of Scholarly LiteraturePeriodicals Index OnlineLinguistic Abstracts OnlineBritish Education IndexERIC (European Reference Index for the Humanities)Linguistics & Language Behavior AbstractsMLA International BibliographyBibliographie Moderner FremdsprachenunterrichtScopusArts and Humanities Citation IndexSocial Sciences Citation Index (SSCI)European Reference Index for the Humanities and Social Sciences (ERIH PLUS)In this article we review research on EFL teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, foreign language teacher education and development, CLIL, CALL, the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.