HOW JOURNAL

Biannual publication ISSN 0120-5927

HOW

HOW Journal is a biannual publication by and for teachers of English who wish to share outcomes of educational and research experiences intended to add understanding to English language teaching practices (ELT). Therefore, the journal falls within the field of education and, specifically, the teaching and learning of English as a second, foreign, additional, or international language (ESL, EFL, EAL, EIL).
HOW Journal is an academic publication led by ASOCOPI, the Colombian Association of Teachers of English. The journal is indexed in the Education Resources Information Center (ERIC), Latindex, Redalyc, SciELO Colombia, and Publindex-Minciencias.
It is also registered with Citas Latinoamericanas en Ciencias Sociales y Humanidades (CLASE), Dialnet, the Directory of Open Access Journals (DOAJ), EBSCO, Educational Research Abstracts (ERA), Emerging Sources Citation Index (Clarivate Analytics), InfoTrac GALE Cengage Learning Informe Académico, and the MLA International Bibliography.

vol.31 No. Jnuary/june 2024

Editorial Edgar Lucero-Babativa, Miryan Cristina Vera Peña

Research Reports Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children William Ricardo Ortiz-Garcia, Zulma Carolina Navarrete-Villarraga
Information Literacy and Discourse Analysis for Verifying Information among EFL Learners Yaseen Azi, Sami Abdullah Hamdi, Mohammed Okasha
Exploring Listening Assessment in a Colombian EFL Context: A Case Study Ana Gutiérrez-Rojas, Nayibe Rosado-Mendinueta
Factors Contributing to EFL Learners’ Construction of Arguments in Culturally Infused Discussions Pablo Vergara-Montes, Luzkarime Calle-Díaz
Pedagogies of Well-being: A Narrative Perspective to Explore Two English Student-Teachers’ Experiences Diego Ubaque-Casallas
Critical Reading inside a Cross-curricular Approach Rubiela Cruz-Roa The Contribution of Board Games to Pre-Kindergarten
Students’ Oral Production Leslie Werlinger B., Maria-Jesus Inostroza A. Reflections and Revision of Themes Addressing Emotional Aspects in the Second Language Learning Processes Luis F. Cisneros

Research Reports

Participants’ Narratives of the Fulbright FLTA Program on their Intercultural and Professional Experience Angela Patricia Velásquez-Hoyos, Lizeth Andrea Martínez-Burgos ..

Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Karen Tatiana Camargo-Ruiz, Daniel Aponte-Moniquira

Portraying Students’ Emotions in English Conversation Clubs at a Colombian University Anthony Ceron, Norbella Miranda.

English Teachers’ Perceptions of a Language Assessment Literacy Course Las Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-Palacio

EFL Teacher Professional Development Needs: Voices from the Periphery Marta Isabel Barrientos-Moncada, Natalia Andrea Carvajal-Castaño,

Vol. 29, January/June 2022

* Learning Needs of English and French Students from a Modern Languages Program at a Colombian..

*Social Entrepreneurship Projects in the English Class: A Pandemic Multimodal Experience

*Task-based Teacher Development Program in a Rural Public School in Colombia

*Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative....

*Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom

*Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning

*Effect of Backward Summary Technique on Reading Comprehension Enhancement among Non-English Majors

*Reflections and Revision of Themes The Use of Social Networks in L2 Instruction: Discussing its Opportunities and Obstacles

*Knowledge-Base in ELT Education: A Narrative-Driven Discussion

*An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching

special issue

* Colombian ELT Community and Scholarship: Current Pathways and Potency
Edgar Lucero, Adriana Castañeda-Londoño

* Reflections and Revision of Themes 25 Years of HOW: A Celebration of Language Teaching and Learning. Ana Clara Sánchez-Solarte

* Publishing in Local ELT Journals: A Way to Decolonialize Knowledge. Melba Libia Cárdenas

* Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda. Amparo Clavijo-Olarte

* Criticality and English Language Education: An Autoethnographic Journey. Raúl Alberto Mora

* Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment. Frank Giraldo

* Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context. Bertha Ramos-Holguín

* Culture and Interculture: What are we talking about? Challenges for the ELT Community. Carlos Rico-Troncoso

* Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking. Carmen Helena Guerrero-Nieto, Álvaro Hernán Quintero-Polo

* On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies. Adriana González-Moncada

* Local Identity Studies of Gender Diversity and Sexual Orientation in ELT. Harold Castañeda-Peña

* Reconstructing a Personal Story about Being a Teacher Educator and a Researcher. Jairo Enrique Castañeda-Trujillo

HOW 2021

Vol. 28, January/June 2021

*Pre-Service Language Teachers’ Knowledge and Practices of Intercultural Communicative Competence

* Understanding Basic English Users’ Classroom Interaction : A Case Study

*Digital Skills for Communication and Content Creation: Can B-learning Greatly Influence Them?

*The Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners’ Vocabulary Competence

*English Teaching Methodologies of Modern Languages Graduates from a University in Colombia

Vol. 28, July/December 2021

*Local Epistemological Perceptions that Underlie EFL Literature and Teaching Practices in Colombia

*Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT

*Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball?

*Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

*Theme-Based Teaching to Promote Oral Fluency in a University in Colombia

*Promotion of Critical Reading through the Use of Political Cartoons

*University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

*Feminism in a Female Teacher’s Discourse in an EFL Classroom

HOW 2020

Vol. 27, January/June 2020

*Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses

*Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence

*Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

*Enhancing Reading Comprehension through an Intensive Reading Approach

*Digital Storytelling: Boosting Literacy Practices in Students at A1-Level

*Iranian L2 Researchers' Perspectives on Research Ethics
*Reflections and Revision of Themes
A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter

Vol. 27, July/December 2020

*Non-normative corporalities and transgender identity in English as a Foreign Language student teachers

*Hard-of-Hearing Individuals’ narratives of Inclusion and Exclusion about their schooled EFL learning

*Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.

*Motivation and Attitude as the Fuel to Develop English Language Classroom Activities: A Self-Determination Study

*The Impact of Raising Awareness of the Speech Act On Speaking Ability across Gender and Proficiency
*Reflections and Revision of Themes
Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks

*Statistics for Classroom Language Assessment: Using Numbers Meaningfully

*A Critical Review of the Word Classification System

HOW JOURNAL

HOW 2024

vol.31 No. Jnuary/june 2024

HOW 2023