Darío Luis Banegas
Biographic Data
| ID | 4499657 |
|---|---|
| NAME | Darío Luis Banegas |
| GIVEN NAMES | Darío Luis |
| FAMILY NAME | Banegas |
| SIGNATURE | BANEGAS D L |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0003-0225-0866 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Coda: Setting the agenda for intersectionality in language teacher education
This coda synthesises and extends the contributions of the special issue on mobilising intersectionality in language teacher education. We first draw together the papers around five interlocking themes – identity, power, agency, pedagogy, and the struggle of enacting intersectionality. We then offer three vignettes from members of the Towards Intersectionality in Language Teacher Education (TILTED) Research Group to show how the issue’s insights …
Intersectionality as Curricular Infrastructure in Language Teacher Education
The aim of this conceptual‐reflective article is to discuss how we could (re)imagine language teacher education (LTE) for challenging contexts by adopting social justice as a philosophy of education and the notion of intersectionality as a framework to inform LTE. The article first conceptualises social justice as a philosophy and then proceeds to make a distinction between social justice LTE and social justice in LTE. This conceptualisation revi…
Content and Language Integrated Learning ( CLIL ): Characteristics, Connections, and Pedagogies
In this article, we discuss content and language integrated learning (CLIL) in relation to content‐based instruction (CBI) and English medium instruction (EMI) with the aim of offering a concise summary of what this educational/language teaching approach entails and offers in terms of situated practices and research. While we draw on scholarship published in articles and edited volumes, special attention is paid to articles recently published wit…
Propiciar la inclusión desde la asignatura ‘Inglés’ en la escuela secundaria en Argentina: Desafíos y posibilidades para la formación docente inicial
Esta investigación se propuso vehiculizar una agenda de justicia social e inclusión desde la formación docente inicial del futuro profesorado de inglés. A partir de una investigación-acción colaborativa llevada a cabo en 2022–2023 en escuelas secundarias públicas en dos ciudades de Argentina, se intenta responder la siguiente pregunta de investigación: ¿cómo puede contribuir el diseño de materiales didácticos para la enseñanza de inglés en la esc…
Teachers promoting advocacy through social justice English language education: A collaborative action research study
This article reports on a 2‐year collaborative action research project carried out in 2022–2023, which investigated the intersection of social justice and advocacy in English language teaching. The aim was to describe how English as a foreign language (EFL) teachers working at state secondary schools in two Argentinian cities harnessed their agency to mobilise advocacy among their secondary school students. Theoretically grounded in social justic…
Action Research
At the intersection of language education and applied linguistics, action research (AR) is a powerful form of inquiry which places teachers and learners in their context at the center of the research landscape. In this entry, AR is particularly characterized as inclusive, agentive, exploratory, and informed. Based on those features, the process of AR is understood through the notions of cycles and stages. The benefits and challenges of AR are sub…
Teachers’ and student teachers’ conceptualisations and enactment of social justice in English language teaching: A case in Argentinian secondary schools
This study examines teachers’ and student-teachers’ conceptualisations of social justice in English language teaching (ELT), and their enactment of a social justice pedagogy in their ELT practices in state secondary schools in Argentina. Framed as collaborative action research, data types comprise interviews, classroom observations, and teaching artefacts such as lesson plans and teacher-made worksheets. Qualitative content analysis reveals that …
I Feel like a Power Plant: Tesol Teacher Educators' Directed Motivational Currents
In TESOL, motivation research has usually examined learners and teachers. However, less is known about teacher educators, who play a crucial role in the architecture of language teaching and learning processes. In response to this niche, this article describes the directed motivational currents (DMCs) of a group of 36 TESOL teacher educators from Latin America who agentically formed an online professional network to support each other. It also de…
“I’ve just lived inside a tumble dryer”: A narrative of emotion labour, (de)motivation, and agency in the life of a language teacher
Tensions between external sources of power and internal feeling rules in the workplace, i.e., emotion labour, can have a profound effect on professional dimensions. The purpose of this article is to report on a study that explored a secondary language teacher’s emotion labour and its influence on her professional (de)motivation and agency. Framed in narrative inquiry, this longitudinal study collected data through narrative interviews and drawing…
Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development
Framed in teacher research, this article examines on how a group of 220 preservice language teachers’ understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master’s program on teaching English to speakers of other languages (TESOL), and data were gathered through course activities which included two surveys, reflective blogs, and an essay. Based on inferential statistics a…
Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: A multiple case study
This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education programmes in Argentina, Colombia, and Ecuador during two consecutive academic years (2019–2020, 2020–2021), and it sought to explore teacher educators’ (n = 5) and student-teachers’ (n = 58) understanding and practice of (teacher) language awareness for C…
Four spheres of student-teachers’ professional identity formation through learning about curriculum development
Teachers’ professional identity is multifaceted and fluctuating, and while it is formally developed during initial teacher preparation, it is influenced by experiences before and beyond teaching programmes. The aim of this paper is to investigate the extent to which a module on language curriculum development may influence the professional identity formation of international and UK student-teachers enrolled in a master’s programme in teaching Eng…
The Language Quadriptych in content and language integrated learning: Findings from a collaborative action research study
In this study, we report the findings from a collaborative action research project carried out between three secondary school teachers (Biology, History, Literature) from a Spanish-English bilingual school in Argentina, and Author 1.The project emerged in response to the teachers' interest in providing their learners with further opportunities to use English as an additional language in the content and language integrated learning (CLIL) classroo…
‘If we don’t study the language, the history will be lost’: Motivation to learn Welsh in Argentine Patagonia
This study examines the motivations of learners studying Welsh in the city of Esquel, Argentine Patagonia. Welsh is considered a heritage immigrant language in this region, given the fact that a group of Welsh settlers arrived in 1865 and established successful settlements. After a flourishing period, the process of acculturation reduced the number of Welsh speakers. However, through different projects, Welsh has started to grow in the community …
Professional Development Through Teacher Research: Stories from Language Teacher Educators
Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
Since 2006, the Argentinian system of education has included intercultural bilingual education, a type of education across kindergarten, primary, and secondary education that guarantees the indigenous peoples’ right to receive quality and equitable education which preserves and strengthens their cultural practices, language, cosmovision , and ethnic identity in a multicultural society. In the province of Chubut, southern Argentina, the Ministry o…
What if it's been space all this time?”: Understanding the spatiality of language teacher education
Space is critical in teacher education because it shapes and is shaped by different aspects of teacher learning. This study examines how a group of language teacher educators and student-teachers understood space and the effects of that understanding on their practices and conceptions before, during, and after Covid-19 restrictions. Set in Argentina, the study collected data by means of walking interviews, drawings, photos, and follow-up intervie…
Research into practice: CLIL in South America
This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive developm…
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers
This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity …
International Perspectives on Diversity in ELT
Knowledge flow in Argentinian English language teaching: A look at citation practices and perceptions
Teacher research can be defined as research carried out by teachers for teachers. This type of educational research emphasises a transformative perspective through which teachers become agents of change. In the case of teacher research, it is hoped that findings resonate with other teachers in the broad contexts in which they originate and that there is impact, knowledge flow and knowledge democracy. This requires findings to be accessible for te…
Initial English language teacher education: The effects of a module on teacher research
Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, ‘Research in English Language Teaching’, ran from March–November 2018. It was led by a teacher educato…
Understanding the impact of teaching systemic functional grammar in initial English language teacher education
The role of systemic functional grammar (SFG) is usually investigated in postgraduate courses and in‐service programmes with experienced teachers. In contrast, this study examines the impact of SFG on student‐teachers’ professional development in a pre‐service second language teacher education programme in Argentina. Framed in teacher research and ecological perspectives, a tutor examined the perceptions of a group of student‐teachers during the …
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
Research on English language teaching and learning in Argentina (2014–2018)
The aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenshi…
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
A Gender Perspective in Initial English Language Teacher Education: An Argentinian Experience
I Feel like a Power Plant: Tesol Teacher Educators' Directed Motivational Currents
In TESOL, motivation research has usually examined learners and teachers. However, less is known about teacher educators, who play a crucial role in the architecture of language teaching and learning processes. In response to this niche, this article describes the directed motivational currents (DMCs) of a group of 36 TESOL teacher educators from Latin America who agentically formed an online professional network to support each other. It also de…
Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia
The Language Quadriptych in content and language integrated learning: Findings from a collaborative action research study
In this study, we report the findings from a collaborative action research project carried out between three secondary school teachers (Biology, History, Literature) from a Spanish-English bilingual school in Argentina, and Author 1.The project emerged in response to the teachers' interest in providing their learners with further opportunities to use English as an additional language in the content and language integrated learning (CLIL) classroo…
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers
This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity …
Research into practice: CLIL in South America
This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive developm…
Teacher-developed materials for the integration of content and language: An action research project in Argentina
This action research project explores the principles that teachers follow when developing their own materials for lessons aimed at integrating content and language in English as a Foreign Language (EFL) lessons in state secondary education
Teacher-developed materials for the integration of content and language: An action research project in Argentina
This action research project explores the principles that teachers follow when developing their own materials for lessons aimed at integrating content and language in English as a Foreign Language (EFL) lessons in state secondary education
An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market
The current English Language Teaching (ELT) global coursebook market has embraced content and language integrated learning (CLIL) as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper, I investigate how CLIL is included in ELT coursebooks aimed at young learners, available to teachers in Argentina. My study is based on the content analysis of four series, which …
Second Language Creative Writers: Identities and Writing Processes , by Zhao, Y
People usually engage with the outputs of creative writing through the reading of fiction and nonfiction (Hyland, 2009). Behind each text we read there is a creative writer with a complex universe
Putting CLIL into practice
Since its inception in 1994, the acronym CLIL (Content and Language Integrated Learning) has been conceptualised as an umbrella term which includes different provisions that go from a strong emphas
A Gender Perspective in Initial English Language Teacher Education: An Argentinian Experience
Can writing for publication improve student-teachers’ English (L2) language proficiency
This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that student-teachers’ English language proficiency…
Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia
International Perspectives on Diversity in ELT
Knowledge flow in Argentinian English language teaching: A look at citation practices and perceptions
Teacher research can be defined as research carried out by teachers for teachers. This type of educational research emphasises a transformative perspective through which teachers become agents of change. In the case of teacher research, it is hoped that findings resonate with other teachers in the broad contexts in which they originate and that there is impact, knowledge flow and knowledge democracy. This requires findings to be accessible for te…
Initial English language teacher education: The effects of a module on teacher research
Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, ‘Research in English Language Teaching’, ran from March–November 2018. It was led by a teacher educato…
Understanding the impact of teaching systemic functional grammar in initial English language teacher education
The role of systemic functional grammar (SFG) is usually investigated in postgraduate courses and in‐service programmes with experienced teachers. In contrast, this study examines the impact of SFG on student‐teachers’ professional development in a pre‐service second language teacher education programme in Argentina. Framed in teacher research and ecological perspectives, a tutor examined the perceptions of a group of student‐teachers during the …
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
Research on English language teaching and learning in Argentina (2014–2018)
The aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenshi…
International Perspectives on Diversity in ELT
‘If we don’t study the language, the history will be lost’: Motivation to learn Welsh in Argentine Patagonia
This study examines the motivations of learners studying Welsh in the city of Esquel, Argentine Patagonia. Welsh is considered a heritage immigrant language in this region, given the fact that a group of Welsh settlers arrived in 1865 and established successful settlements. After a flourishing period, the process of acculturation reduced the number of Welsh speakers. However, through different projects, Welsh has started to grow in the community …
Professional Development Through Teacher Research: Stories from Language Teacher Educators
Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
Since 2006, the Argentinian system of education has included intercultural bilingual education, a type of education across kindergarten, primary, and secondary education that guarantees the indigenous peoples’ right to receive quality and equitable education which preserves and strengthens their cultural practices, language, cosmovision , and ethnic identity in a multicultural society. In the province of Chubut, southern Argentina, the Ministry o…
What if it's been space all this time?”: Understanding the spatiality of language teacher education
Space is critical in teacher education because it shapes and is shaped by different aspects of teacher learning. This study examines how a group of language teacher educators and student-teachers understood space and the effects of that understanding on their practices and conceptions before, during, and after Covid-19 restrictions. Set in Argentina, the study collected data by means of walking interviews, drawings, photos, and follow-up intervie…
Research into practice: CLIL in South America
This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive developm…
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers
This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity …
Four spheres of student-teachers’ professional identity formation through learning about curriculum development
Teachers’ professional identity is multifaceted and fluctuating, and while it is formally developed during initial teacher preparation, it is influenced by experiences before and beyond teaching programmes. The aim of this paper is to investigate the extent to which a module on language curriculum development may influence the professional identity formation of international and UK student-teachers enrolled in a master’s programme in teaching Eng…
The Language Quadriptych in content and language integrated learning: Findings from a collaborative action research study
In this study, we report the findings from a collaborative action research project carried out between three secondary school teachers (Biology, History, Literature) from a Spanish-English bilingual school in Argentina, and Author 1.The project emerged in response to the teachers' interest in providing their learners with further opportunities to use English as an additional language in the content and language integrated learning (CLIL) classroo…
“I’ve just lived inside a tumble dryer”: A narrative of emotion labour, (de)motivation, and agency in the life of a language teacher
Tensions between external sources of power and internal feeling rules in the workplace, i.e., emotion labour, can have a profound effect on professional dimensions. The purpose of this article is to report on a study that explored a secondary language teacher’s emotion labour and its influence on her professional (de)motivation and agency. Framed in narrative inquiry, this longitudinal study collected data through narrative interviews and drawing…
Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development
Framed in teacher research, this article examines on how a group of 220 preservice language teachers’ understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master’s program on teaching English to speakers of other languages (TESOL), and data were gathered through course activities which included two surveys, reflective blogs, and an essay. Based on inferential statistics a…
Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: A multiple case study
This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education programmes in Argentina, Colombia, and Ecuador during two consecutive academic years (2019–2020, 2020–2021), and it sought to explore teacher educators’ (n = 5) and student-teachers’ (n = 58) understanding and practice of (teacher) language awareness for C…
Pedagogy (26 works) · Psychology (24 works) · Sociology (23 works) · Second Language Learning and Teaching (21 works) · Mathematics education (20 works) · EFL/ESL Teaching and Learning (15 works) · English language (10 works) · Teacher education (10 works) · Linguistics (8 works) · Multilingual Education and Policy (8 works)