Research on English language teaching and learning in Argentina (2007–2013)

• Published in: Language teaching 2016-07, Vol.49 (3), p.356-389
• Main Authors: Porto, Melina, Montemayor-Borsinger, Ann, López-Barrios, Mario
• Format: Article
• Language: English
• Subjects: A Country in Focus; Applied linguistics; Argentina; Bilingualism; Community Relations; Community Schools; Compulsory Education; Computer Assisted Instruction; Computer assisted language learning; Content and language integrated learning; Course Content; Cultural Influences; Educational Legislation; Educational Needs; Educational Research; English; English (Second Language); English as a second language; English as a second language instruction; English as a second language learning; English for Academic Purposes; English Instruction; Family (Sociological Unit); Foreign Countries; Foreign language learning; Guidelines; Imagination; Language instruction; Language of Instruction; Language Teachers; Literature Reviews; Material Development; National Curriculum; Official Languages; Periodicals; Professional Development; Role; Romance Languages; Second Language Instruction; Second Language Learning; Second language teachers; Secondary Education; Secondary School Curriculum; Secondary Schools; Semitic Languages; Specialists; Teacher Education; Teacher Improvement; Teacher Qualifications; Teaching Methods; Uncommonly Taught Languages
• ISSN: 0261-4448; 1475-3049
• DOI: 10.1017/S0261444816000094

In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, FL teacher education and development, content and language integrated learning (CLIL), computer-assisted language learning (CALL), the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.