Luis Carabantes
Biographic Data
| ID | 4621406 |
|---|---|
| NAME | Luis Carabantes |
| GIVEN NAMES | Luis |
| FAMILY NAME | Carabantes |
| SIGNATURE | CARABANTES L |
| AFFILIATIONS | University of Bristol London UK |
| ORCID | 0000-0002-0695-8899 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
It's like English is given more emphasis than the topic
Despite decades of curricular change and the introduction of language pedagogies emphasising meaning and communication, teachers of English in Chilean schools still tend to favour traditional methods and focus largely on discrete language. Using data from stimulated recalls, interviews and observations with preservice teachers, interviews with teacher educators and schoolteachers and analysis of official documents and materials, the article explo…
“I Preferred to Take Another Activity From the Textbook”
Using activity theory, an offshoot of sociocultural theory, we examined how a group of preservice teachers (PSTs) of English in Chile learnt to design language teaching materials. Data from PSTs, teacher educators, and mentoring teachers shows how the conceptual tool of “teaching English as teaching the textbook” is appropriated by a group of PSTs and how their development of teacher agency is undermined by textbooks during their practicum—as wel…
It may also be our own fault to think so, to limit them before even trying ’
Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid‐90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawin…
It may also be our own fault to think so, to limit them before even trying ’
Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid‐90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawin…
It's like English is given more emphasis than the topic
Despite decades of curricular change and the introduction of language pedagogies emphasising meaning and communication, teachers of English in Chilean schools still tend to favour traditional methods and focus largely on discrete language. Using data from stimulated recalls, interviews and observations with preservice teachers, interviews with teacher educators and schoolteachers and analysis of official documents and materials, the article explo…
“I Preferred to Take Another Activity From the Textbook”
Using activity theory, an offshoot of sociocultural theory, we examined how a group of preservice teachers (PSTs) of English in Chile learnt to design language teaching materials. Data from PSTs, teacher educators, and mentoring teachers shows how the conceptual tool of “teaching English as teaching the textbook” is appropriated by a group of PSTs and how their development of teacher agency is undermined by textbooks during their practicum—as wel…
It may also be our own fault to think so, to limit them before even trying ’
Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid‐90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawin…
It's like English is given more emphasis than the topic
Despite decades of curricular change and the introduction of language pedagogies emphasising meaning and communication, teachers of English in Chilean schools still tend to favour traditional methods and focus largely on discrete language. Using data from stimulated recalls, interviews and observations with preservice teachers, interviews with teacher educators and schoolteachers and analysis of official documents and materials, the article explo…
EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Computer Science (2 works) · English language (2 works) · Linguistics (2 works) · Practicum (2 works)