![Foto de MARÍA DAVINIA](/img/uploaded/5E3BBDF2B6F5336FD37E4A6B5EFA1024.png)
MARÍA DAVINIA
SÁNCHEZ GARCÍA
Profesora ayudante doctora
Publicacions (17) Publicacions de MARÍA DAVINIA SÁNCHEZ GARCÍA
2024
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Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation
Journal of Multilingual and Multicultural Development
2023
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Potential Professional Growth of English-Medium Education Teachers in a Transnational Teacher Education Program
International Journal of Instruction, Vol. 16, Núm. 3, pp. 1-24
2022
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Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities
System, Vol. 104
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Teacher development to mediate global citizenship in English-medium education contexts
Journal of English-Medium Instruction, Vol. 1, Núm. 1, pp. 65-84
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The elephant in the room : language assessment in English-medium education in multilingual university settings
Transnational English language assessment practices in the age of metrics. (Routledge), pp. 171-188
2020
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Equipping Educational Developers for Inclusive International Programs in Higher Education
Teacher Training for English-Medium Instruction in Higher Education (IGI Global), pp. 21-40
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Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context
Educational Linguistics (Springer Science+Business Media B.V.), pp. 131-150
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Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings
Journal for the Psychology of Language Learning, Vol. 2, Núm. 2, pp. 55-72
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Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction
Journal of immersion and content-based language education, Vol. 8, Núm. 1, pp. 28-52
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TESOL through the reflections of transnational EMI lecturers : A ROADMAPPING approach
TESOL Teacher Education in a Transnational World (Taylor & Francis)
2019
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‘I can’t find the words now…’: Teacher Discourse Strategies and their Communicative Potential in Spanish- and English-Medium Instruction in Higher Education
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, Vol. 2, Núm. 2, pp. 43-55
2018
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Codeswitching practices in the discourse of two lecturers in english-medium instruction at university
Elia: Estudios de lingüística inglesa aplicada, Núm. 18, pp. 105-135
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Teacher questioning: exploring student interaction and cognitive engagement in Spanish and EMI university lectures
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, Núm. 3, pp. 103-120
2016
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Reflective teaching in FL classrooms
EFL innovation and classroom research (Centro de Estudios Financieros - CEF), pp. 53-70
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Ruiz de Zarobe, Y. (Ed.) (2016). Content and Language Integrated Learning. Language Policy and Pedagogical Practice. Oxford and New York: Routledge, 179 pp.
ESE: Estudios sobre educación., Núm. 31, pp. 181
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Writing and publishing your research
EFL innovation and classroom research (Centro de Estudios Financieros - CEF), pp. 71-88
2013
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'Does everybody understand?': Teacher questions across disciplines in English-mediated university lectures: An exploratory study
Language Value, Vol. 5, Vol. 1, pp. 129-151