Anamaría Sagre

Biographic Data

ID5435653
NAMEAnamaría Sagre
GIVEN NAMESAnamaría
FAMILY NAMESagre
SIGNATURESAGRE A
AFFILIATIONSUniversity of Córdoba
ORCID0000-0001-8088-1685
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS3
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2015
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Women and democracy-and-peace building in a Colombian English language textbook

    Open AccessTatiana Becerra-Posada, Anamaría Sagre et al.ARTICLEGender and Education2026

    This study draws on a critical feminist framework to explore the representation of women’s roles in democracy and peacebuilding within English as a Foreign Language (EFL) material in Colombia. Little research has analyzed the portrayal of women in EFL textbooks, nor has it examined how such representation might hinder democracy and peacebuilding. Following a critical multimodal analysis, we examined 44 texts in the textbook Way to Go 8. Our findi…

  • Cultural diversity muted

    Jorge Andres Mejía-Laguna, Anamaría Sagre et al.ARTICLELanguage Culture and Curriculum2025References: 3

  • Core practices for Foreign Language Teacher professional development

    Open AccessAnamaría Sagre, José David Herazo Rivera et al.ARTICLEForeign Language Annals2025References: 35

    Practice‐based education offers a straightforward and engaging didactic cycle for teacher preparation around core practices. Although research on this area has clearly shown the importance of linking theory to practice during actual teaching, very little to none seem to have addressed how core practices of language teaching may become a site for preservice teachers' identity building. This case study described how Adriana reshaped her teacher ide…

  • Contradictions in Teachers’ Classroom Dynamic Assessment Implementation

    Open AccessAnamaría Sagre, José David Herazo Rivera et al.ARTICLETESOL Quarterly2022References: 47

    Dynamic Assessment (DA) is a procedure that requires teachers to attend to learners’ language use, detect inaccuracies, and provide graduated prompting in the moment to support learners in repairing errors (Poehner, 2009). For most teachers, this series of steps represents a significant and complex departure from their typical practice of responding to students’ erroneous utterances with recasts (Davin, Herazo, & Sagre, 2016). The present study u…

  • Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn

    Open AccessAnamaría Sagre, José David Herazo Rivera et al.ARTICLETeaching and Teacher Education2021Cited by: 3References: 7

  • Reading to Learn and EFL Students’ Construction of Spoken Biographical Recounts

    Open AccessJosé David Herazo Rivera, Tatiana Becerra-Posada et al.ARTICLEÍkala Revista de Lenguaje y Cultura2021References: 22

    Reading to Learn (R2L) is a genre-based pedagogical model that has been used worldwide for promoting student literacy in L1 and L2 contexts. Despite its increasing popularity, very few studies have reported how R2L can be used to support learners’ spoken communication in foreign language classrooms. This article reports the results of a qualitative study that explored how a rural-school teacher of efl used this model to support ninth graders’ und…

  • Generic, Discourse, and Lexicogrammatical Characteristics of a Listening Exercise in an EFL Classroom

    Open AccessAnamaría Sagre, Anamaría Sagre Monsalve et al.ARTICLEÍkala Revista de Lenguaje y Cultura2015References: 21

    This paper describes the listening exercise as a textual genre of the EFL classroom. To this end, we analyzed a 30-minute listening activity in terms of its purpose, its discourse structure, and the lexicogrammatical choices in EFL of teacher and students. Findings reveal that the discourse structure and lexicogrammatical choices teacher and students made facilitated comprehension and created opportunities for meaningful EFL production, reaching …