DetallesTo start, the exercise of writing is a difficult task. Nothing more challenging than the whiteness of an empty page. Whether the writing outcome is a personal product or a piece to be socialized in the academic world, the writing task demands a lot from the ones that succumb by pleasure or obligation to the writing assignment. Apart from the skill of writing, authors of articles published in academic journals are obliged to stick to the specific publications parameters. Strict datelines, number of words and specific sections to be included will shape the writer\'s production. The resulting texts in most of the circumstances will fit the publications\' guidelines but may, in turn, restrict the writer\'s flow and line of thought. Authors may be restricted by limitations but if they want to publish they should stick to the parameters of the target publication. In other words, stick and publish or ignore and be ignored.Once an academic paper is received by a publication, it goes through different filters. These have the purpose of assuring the quality of the submitted information. The struggle ofbeing accepted takes place. The publication rules and modulates the choice of its substratum. The writers\' products are at the mercy of the different filters along which we find evaluators and policies. Once the demanding exercise of revision is finished, the author\'s production is given the red, yellow or green light to be published. In the first instance, authors are invited to rethink their papers; in the second case they are expected to resubmit with big or small changes and in the third case to observe minor or no commentaries at al!. Regardless of the result, contributors and readers can and should expect fairness, clarity and respect for their time from a publication.PROFILE, as an example of an English-medium journal, has worked hard not only in the construction of a niche that fulfills the standard s of national and international norms,but in its interest to reach different audiences and to spread ideas of novel writers and scholars alike. The ideology that has moved the publication is connected to the belief that discrimination is not a premise we hold. Empowerment is the spark that ignites our engines.In order to reach a wider readership, academic journals look for their inclusion in indexing systems and databases. Although we have been accepted in several of them, we constantly submit our journal to other entities. This time we are pleased to let you know that PROFILE has just been indexed in IRESIE (Índice de Revistas de Educación Superior e Investigación Educativa), a bibliographical database that specializes in education in Latin America, Spain, and Portugal and that is led by the Universidad Nacional Autónoma de México (UNAM). Additionally, the journal has been included in The European Reference Index for the Humanities and the Social Sciences (ERIH PLUS). The journals that are selected for inclusion in IRESIE and ERIH PLUS comply with international standards of editorial q uality. This is our case, and we hope we can sustain it thanks to the cooperation of our sponsors and editorial committees.To this end, we gladly welcome the new scholars who have accepted our invitation to take part in the reviewing processes of namely: Janice Bland (University ofMuenster, Germany); Alice Chik (Macquarie University, Australia); Mário Cruz (Politécnico do Porto, Portugal); Greta Gorsuch (Texas Tech University, USA); [ohn S. Hedgcock (Middlebury Institute of International Studies at Monterey, USA); Anthony J. Liddicoat (University of Warwick, UK); Faezeh Mehrang (Massey University, New Zealand); [ackie Nenchin (Molloy College, Division ofEducation, USA); Melina Porto (Universidad Nacional de La Plata and CONICET, Argentina); and Muhammad Rahimi (University of Auckland, New Zealand). We very much appreciate their positive response to our invitation to be part of our board of reviewers. Their collaboration, as well as the support received from scholars who have accompanied us for several years, is very much appreciated and encourages us to uphold the academic rigor of our publication.
- Información adicional
Editor / Marca Universidad Nacional de Colombia Ciudad Bogotá Año de Edición 2017 Número de Páginas 196 Idioma(s) Español Terminado Tapa Rústica Alto y ancho 22 x 28 cm Peso 0.4700 Tipo Producto libro
información no disponible.
- Tabla de Contenido
- EditorialIssues from Teacher ResearchersThe Tensions Between EFL Teacher Identities and INSET in the Turkish ContextFatih Gungor - Afyon Kocatepe University, Afyonkarahisar, TurkeyProblem- Based Learning: An Experiential Strategy for English Language Teacher Education in ChileDiego Muñoz Campos - Universidad Católica del Maule, Talca, ChileTeacher Socialization of EFL Teachers at Public School Levels in Central MexicoM. Martha Lengeling, Irasema Mora Pablo, & Blanca Lucía Barrios Gasea - Universidad de Guanajuato, Guanajuato, MexicoComparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus LearningMehmet Firat & Harun Serpil - Anadolu University; Yunusemre, TurkeyDeveloping the Oral Skill in Online English Courses Framed by the Community of Inquiry Luz Edith Herrera Díaz & Darlene González Miy - Universidad Veracruzana,Veracruz, MexicoThe lmpact of Authentic Materials and Tasks on Students' Communicative Competence at a Colombian Language SchoolCésar Augusto Castillo Losada, Edgar Alirio Insuasty, & María Fernanda Jaime Osario - Universidad Surcolombiana, Neiva, ColombiaLanguage Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers Constanza Tolosa, Claudia Lucía Ordóñez, & DianaCarolina Guevara - The University of Auckland, Auckland, New Zealand & Universidad Nacional de Colombia, Bogotá, ColombiaIssues from Novice Teacher ResearchersInclusive Education and ELT Policies in Colombia: Views From Some PROFILE Iournal Authors Una Robayo Acuña & Melba Libia Cárdenas - Universidad Nacional de Colombia,Bogotá, ColombiaIssues Based on Reflections and InnovationsA Learning Experience of the Gender Perspective in English Teaching ContextsClaudia Patricia Mojica & Harold Castañeda-Peña - Universidad de Los Andes, Bogotá, Colombia & Universidad Distrital Francisco José de Caldas, Bogotá, ColombiaCitizenship Education and the EFL Standards: A Critical Reflection Luzkarime Calle Diaz - Universidad del Norte, Barranquilla, ColombiaEmpowering Pre-Service Teachers to Produce Ubiquitous Flipped ClassesSoraya Garcia-Sánchez & Jase Miguel Santos-Espino - Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, SpainGuidelines for ContributorsPublication Ethics and Publication MalpracticeStatement