Bd. 14 Nr. 1

Ansehen Bd. 14 Nr. 1
Veröffentlicht: 2009-10-30

Introduction

  • Presentation

    Sergi Casals Rispau
    7
    |Abstract
    = 130 veces | PDF (ESPAÑOL (ESPAÑA))
    = 71 veces|
    DOI: https://doi.org/10.17533/udea.ikala.26710

Editorial

  • Editorial

    Adriana González Moncada
    9-10
    |Abstract
    = 113 veces | PDF (ENGLISH)
    = 51 veces|
    DOI: https://doi.org/10.17533/udea.ikala.26404

Articles

  • Generating New Meanings Through Metonymy in Colombian Slang (Parlache)

    Juan Manuel Pérez Sánchez
    13-35
    |Abstract
    = 180 veces | PDF (ENGLISH)
    = 208 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2663

  • Ideological and Formal Manipulation in Pablo Montoya Capuzano’s Literay Translation

    Wilson Orozco
    39-55
    |Abstract
    = 232 veces | PDF (ENGLISH)
    = 140 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2664

  • Sworn Translators’ and Interpreters’ Assessment. Literature Review and Analysis of the Information of Candidates for Certification and Recruitment Examinations

    PIlar Ordóñez López
    59-81
    |Abstract
    = 154 veces | PDF (ENGLISH)
    = 106 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2665

  • The Lexical Decision Test as a Tool for Spanish University Students Placement

    Marta Fairclough, Carlos J. Ramírez Vera
    85-99
    |Abstract
    = 192 veces | PDF (ENGLISH)
    = 114 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2666

  • Exploring Academic Writing and Voice in ESL Writing.

    Doris Correa
    103-132
    |Abstract
    = 396 veces | PDF (ENGLISH)
    = 892 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2667

  • A Holistic Proposal for English Elementary School Teachers’ Professional Development

    Isabel Cristina Cadavid Múnera, Diana Isabel Quinchía Ortiz, Claudia Patricia Díaz
    135-158
    |Abstract
    = 385 veces | PDF (ENGLISH)
    = 144 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2668

  • Primary Language Teacher Education in Italy: Refining Syllabus Design by Listening to Learners’ Voices

    Franca Poppi, Marina Bondi
    161-194
    |Abstract
    = 178 veces | PDF (ENGLISH)
    = 100 veces|
    DOI: https://doi.org/10.17533/udea.ikala.2669