By Dr Rodrigo Felipe Arellano Arellano

Book Chapters

Arellano Arellano R, 2024, 'A Corpus-Based Analysis of Ideologies in Chilean SLTE Policies', in Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education, Springer Nature, pp. 177 - 198, http://dx.doi.org/10.1007/978-3-662-68741-3_10

Arellano R; Hatoss A; Arellano Arellano R, 2023, 'Caught between a bilingual policy and monolingual English practices in Chile: Opportunities and challenges of translanguaging', in Raza K; Reynolds D; Coombe C (ed.), Handbook of Multilingual TESOL in Practice, Springer Singapore, pp. 191 - 206, http://dx.doi.org/10.1007/978-981-19-9350-3

Journal articles

Banegas DL; Arellano R, 2024, 'Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study', Language Awareness, ahead-of-print, pp. 1 - 24, http://dx.doi.org/10.1080/09658416.2024.2321875

Cautín-Epifani V; Gladic J; González C; Arellano R, 2023, 'Beliefs of teachers in training regarding the use of Chilean voseo in the everyday and educational context', Circulo de Linguistica Aplicada a la Comunicacion, 96, pp. 143 - 173, http://dx.doi.org/10.5209/clac.77598

Arellano R; Gerigk K; Arellano Arellano R, 2023, 'Insights from corpus linguistics: Using keywords-in-context to teach and assess English learning', English Australia Journal: the Australian journal of English language teaching, 39, pp. 66 - 75, http://dx.doi.org/10.61504/grtx4858

Arellano Arellano R; Nanetti V, 2021, 'How to teach (applied) linguistics from the EFL teacher trainee’s perspective', English Language Teacher Education and Development Journal, pp. 72 - 80, http://www.elted.net/uploads/7/3/1/6/7316005/0_article_6_arellano___nanetti_2021.pdf

Arellano R; Reinao P; Marianjel A; Curaqueo G, 2020, 'A comparative study of the methodologies used to teach mapudungun as a second language and English as a Foreign Language', Forma y Funcion, 33, pp. 87 - 114, http://dx.doi.org/10.15446/FYF.V33N1.79657

Cautín-Epifani V; Arellano RA; Tudela RP; Miralles JG; Arellano R, 2020, 'Teaching beliefs of teachers in training on learning to read at L2: Theoretical bases and a research proposal', Estudios Pedagogicos, 46, pp. 33 - 44, http://dx.doi.org/10.4067/S0718-07052020000100033

Arellano Arellano R, 2020, 'Challenges and opportunities of teaching applied linguistics in the context of EFL teacher training', ELT Research, 35, pp. 40 - 43

Arellano Arellano R, 2019, 'Learning discourse analysis from a TESOL perspective', English Australia Journal: the Australian journal of English language teaching, 35, pp. 35 - 44

Arellano A R; Arellano R, 2018, 'A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile', Actualidades Investigativas en Educación, 18, pp. 1 - 19, http://dx.doi.org/10.15517/aie.v18i1.31807

Villalobos C; Arellano Arellano R, 2018, 'Teacher talk and student talk, who is in charge? A study on classroom discourse and pedagogical interactions', The Language, Education and Culture Journal, 1, pp. 1 - 25

Conference Papers

Arellano Arellano R, 2021, 'Errores orales producidos por profesores de inglés chilenos en formación ¿qué esperar de su competencia lingüística?', in Actas de las V Jornadas de Jóvenes Lingüistas, Buenos Aires, presented at V Jornadas de Jóvenes Lingüistas, Buenos Aires, 29 November 2021 - 01 December 2021, http://dx.doi.org/10.26190/unsworks/28355

Arellano R; Masykar T; Almulhim A, 2018, 'The Rationale for A Proposal for English Language Education: The Experience of Developing A Curriculum to Teach English for Young Learners', in Majid MSA; Chan S; Mulyany R; Fahlevi H; Masykar T; Arfan M; Nurrahmi F (eds.), Proceedings of the 1st Aceh Global Conference (AGC 2018), Atlantis Press, Banda Aceh, Indonesia, pp. 179 - 185, presented at Proceedings of the 1st Aceh Global Conference (AGC 2018), Banda Aceh, Indonesia, 17 October 2018 - 18 October 2018, http://dx.doi.org/10.2991/agc-18.2019.27

Theses / Dissertations

Arellano Arellano R, 2022, A discursive study of ideologies in an EFL teacher training program in Chile: The case of applied linguistics instruction

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