I’m excited to say that my poster at this year’s UKALTA 2022 conference in Bristol won ‘Best Poster Award’! Many thanks to those whoImagined Competencies – IOE 2023 took the time to share anecdotes and advice on washback and alternative assessment practices. You can download a high-definition copy of the UKALTA Poster here.
If you want to discover more about our work and participate in our research, please do sign up here or email us with specific questions using the email addresses below.
Melissa: melissa@mixteco.utm.mx
Alex: alexander.black.21@ucl.ac.uk
A selected bibliography for the research poster is included below for reference:
Borda, O. F. (1970). ‘Participatory (action) research in social theory: Origins and challenges’. Handbook of action research: Participative inquiry and practice. Sage London, pp. 27–37.
Bryman, A. (2016). Social research methods. Oxford: Oxford university press.
Cambridge. (2022). ‘Active Learning’, 11 July.
Clemente, A. et al. (2006). ‘A call for a critical perspective on English teaching in Mexico’. Mextesol Journal, 30 (2), pp. 13–18.
CONACYT. (2022). Becas de Posgrado en el Extranjero.
Council of Europe. (2020). Common European Framework of Reference: Learning, Teaching, Assessment, Companion Volume. Cambridge: Council of Europe.
De Korne, H. (2021). Language activism: Imaginaries and strategies of minority language equality. De Gruyter.
Freire, P. (1971). Pedagogy of the oppressed. New York: Herder and Herder.
Galeano, E. (2004). Las venas abiertas de América Latina. Siglo xxi.
García, O. (2012). ‘Insufficient Language Education Policy: Intercultural Bilingual Education in Chiapas’. Diaspora, Indigenous, and Minority Education. Routledge, 6 (1), pp. 1–18.
Hall, B. L. (2005). ‘In from the cold? Reflections on participatory research from 1970-2005’. Convergence. International Council for Adult Education, 38 (1), p. 5.
Hernandez, I. F. (2021). ‘The TOEFL as Exit Criteria in English as a Foreign Language (EFL) Programs in Mexico: a Discourse Historical Analysis (DHA) Approach.’ Open Journal for Educational Research. ERIC, 5 (1), pp. 105–118.
INEGI (2022). Censo de Población y Vivienda. Mexico: INEGI.
Jelen, B.F. and Hetrick, R. (2009). A Case Study in Organizational Dynamics and Language Acquisition: The Story of UMAR Puerto Angel. Puerto Angel: UMAR.
Kemmis, S. (2014). ‘The action research planner: Doing critical participatory action research’. Springer.
Leung, C., López-Gopar, M., Schissel, J. L. and Morales, J. (2021). ‘Co-constructing Social Justice: Language Educators Challenging Colonial Practices in Mexico’. Applied Linguistics, 42 (6), pp. 1097–1109. doi: 10.1093/applin/amab047.
López-Gopar, M. E. (2016). Decolonizing Primary English Language Teaching.
Channel View Publications (Linguistic Diversity and Language Rights).
López-Gopar, M. E. (2021). ‘Citizenship in language testing: A call for respectful collaborations’. Language Testing. SAGE Publications Ltd, 38 (4), pp. 649–653.
Pells, R. (2018). ‘Plan for 100 new universities in Mexico’. THE, 7 August.
Rius. (2017) La Reforma dizque Heducativa. Mexico: Debolsillo.
Sánchez-Hernandez, M. & Black, A. (Forthcoming). Interview with López-Gopar
Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits
of EFL teachers as legitimate speakers. New York: Routledge.
Schissel, J. L. (2020). ‘Moving beyond deficit positioning of linguistically diverse test takers: Bi/multilingualism and the essence of validity’. The Sociopolitics of English Language Testing. Bloomsbury Publishing, 91, pp. 89–108.
Spolsky, B. (2004). Language policy. Cambridge: Cambridge university press.
SUNEO. (2022). Hechos 2022. Oaxaca: SUNEO.