Exploring Criteria for Evaluating In-Service English Language Teachers’ Performance
Hassani, Azadeh¹; Saeedi, Zari^1
1Allameh Tabatabaii University, Tehran, Tehran. Irán
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 165-181]

Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue
Álvarez Valencia, José Aldemar¹; Valencia, Andrés^1
1Universidad del Valle, Cali, Valle del Cauca. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 219-237]

“It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity
Loo, Daron Benjamin^1
1Universiti Malaysia Sabah, Kota Kinabalu. Malasia
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 15-28]

Planning an Online Assessment Course for English Language Teachers in Latin America
Giraldo, Frank¹; Yan, Xun^2
1Universidad de Caldas, Manizales, Caldas. Colombia; ²University of Illinois, Urbana-Champaign, Illinois. Estados Unidos de América
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 147-164]

Resisting Hegemonic Discourses on the Relation Between Teaching Second Languages and Socioeconomic Development
Cruz Arcila, Ferney¹; Solano Cohen, Vanessa²; Briceño González, María Liliana³; Rincón, Ana³; Lobato Junior, Antonio^3
1Universidad Pedagógica Nacional, Bogotá. Colombia; ²Pontificia Universidad Javeriana, Bogotá. Colombia; ³Universidad EAN, Bogotá. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 111-127]

Shaping Better Futures: Inside-Out Colombian English Language Teachers’ Gaps and Practices
Díaz, Ingrit Juliana¹; Ipia Salinas, Catalina²; Cuesta Medina, Liliana^3
1Universidad del Cauca, Popayán, Valle del Cauca. Colombia; ²Institución Universitaria Colegio Mayor del Cauca, Popayán, Valle del Cauca. Colombia; ³Universidad de la Sabana, Chía, Cundinamarca. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 65-79]

Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School
Valdelamar González, Cindy¹; Calle Díaz, Luzkarime^1
1Universidad de Córdoba, Montería, Córdoba. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 201-216]

Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective
Ormeño, Verónica¹; Rosas, Minerva^1
1Universidad de Los Lagos, Osorno. Chile
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 49-64]

The Enactment of the Colombian National Bilingual Program: Equal Access to Language Capital?
Cardona Escobar, Diego¹; Barnes, Melissa²; Pruyn, Marc^3
1Institución Educativa Académico, Cartago. Colombia; ²La Trobe University, Melbourne, Victoria. Australia; ³Monash University, Melbourne, Victoria. Australia
[Profile, Colombia, 2023 Vol. 25 Núm. 2 Jul-Dic, Pág. 95-110]

Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye
Özdemir Yılmazer, Meryem¹; Özkan, Yonca^1
1Çukurova University, Adana. Turquía
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 83-96]

Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching
Burri, Michael^1
1University of Wollongong, Wollongong, New South Wales. Australia
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 129-145]

EFL Secondary Education Teachers’ Perceptions Toward Using Online Student Response Systems
Cancino, Marco¹; Ibarra, Paloma^1
1Universidad Andrés Bello, Santiago de Chile. Chile
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 97-111]

EFL Teachers’ Beliefs About Listening and Their Actual Listening Instructional Practices
Abad, Mónica^1
1Universidad de Cuenca, Cuenca, Azuay. Ecuador
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 113-127]

EFL Writing Studies in Colombia Between 1990 and 2020: A Qualitative Research Synthesis
Guapacha Chamorro, María Eugenia¹; Chaves Varón, Orlando^1
1Universidad del Valle, Cali, Valle del Cauca. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 247-267]

Functions of Teachers’ Narratives in EFL Classroom Contexts
Rahmani Doqaruni, Vahid^1
1University of Gonabad, Gonabad. Irán
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 147-160]

Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development
Ovalle Quiroz, Marcela¹; González, Adriana^1
1Universidad de Antioquia, Medellín, Antioquía. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 213-228]

Mapping English Language Teacher-Researchers’ Collaboration and Networking Practices Throughout Their Professional Paths
Trujeque-Moreno, Eva Estefania¹; Aguilar-González, Georgina¹; Encinas-Prudencio, Fátima^1
1Benemérita Universidad Autónoma de Puebla, Puebla. México
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 33-48]

Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices
Tamayo Cano, Luis Hernando¹; Riascos Gómez, Andrés Felipe¹; Pineda Hoyos, Jorge Eduardo^1
1Universidad de Antioquia, Medellín, Antioquia. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 193-210]

Pedagogical Relationships and Identities in Research Incubators: Reconceptualizing Research Training for Language Teachers
Abad, José V¹; Regalado Chicaiza, Jennifer Daniela¹; Acevedo Tangarife, Isabel Cristina^1
1Universidad Católica Luis Amigó, Medellín, Antioquia. Colombia
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 17-32]

Professional Demotivating Factors Among High School, Institute, and University EFL Teachers: A Comparative Study
Honarparvaran, Maryam¹; Khaghaninejad, Mohammad Saber^1
1Shiraz University, Shiraz, Fars. Irán
[Profile, Colombia, 2023 Vol. 25 Núm. 1 Ene-Jun, Pág. 65-82]