Malba Barahona
Foreign language teacher educator and educational researcher/profesora de lenguas extranjeras e investigadora

PAPERS & BOOK CHAPTERS 

• Barahona, M., David, V., Gallegos, F., Reyes, J., Ibaceta-Quijanes, X., & Darwin, S. (2023). Analysing preservice teachers’ enactment of the UDL framework to support diverse students in a remote teaching context. System, 103027. https://doi.org/https://doi.org/10.1016/j.system.2023.103027

• Darwin, S., Barahona, M. Globalising or assimilating? Exploring the contemporary function of regionalised global university rankings in Latin America. High Educ (2023). https://doi.org/10.1007/s10734-023-01007-x

• Barahona, M., & Toledo-Sandoval, F. (2022). Exploring Chilean EFL student teachers’ development of teacher identity through perezhivanie. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2022.2075875

• Barahona, M., & Ibaceta-Quijanes, X. (2022). Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility. Teachers and Teaching, 1–15. https://doi.org/10.1080/13540602.2022.2062726

• Barahona, M., Glas, K., & Pescara, E. (2021). Toward a practice-based approach in initial English language teacher education : Exploring the contemporary challenges of EFL teacher educators. Becoming and Being a TESOL Teacher Educator, 187–206. https://doi.org/10.4324/9781003004677-13

• Darwin, S., & Barahona, M. (2021). Making research (more) real for future teachers: a classroom-based research model for initial teacher education. Educational Action Research, 1–17. https://doi.org/10.1080/09650792.2021.1980073

• Barahona, M., & Davin, K. J. (2021). A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration. Profile: Issues in Teachers’ Professional Development, 23(1), 181-196. https://doi.org/10.15446/profile.v23n1.85326

• Barahona, M., Delaporte-Raurich, C., & Ibaceta-Quijanes, X. (2021). “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal, e578. https://doi.org/10.1002/tesj.578

• Barahona, M. (2020). The potential of translanguaging as a core teaching practice in an EFL context. System, 95, 102368. https://doi.org/10.1016/j.system.2020.102368

• Barahona, M. (2020). Developing and enacting professional pedagogical responsibility: a CHAT perspective. The European Journal of Applied Linguistics and TEFL, (9), 2, 131-152.

• Barahona, M., & Benitez, R. (2020). Empowering student-teachers to become highly capable English language educators. In D. Banegas (Ed.), Content Knowledge in English Language Teacher Education: International Insights. http://dx.doi.org/10.5040/9781350084650.0018

• Barahona, M., & Ibaceta-Quijanes, X. (2019).La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: un estudio de caso en Chile. IKALA, 24(3). doi: 10.17533/udea.ikala.v24n03a03

• Barahona, M., & Ibaceta-Quijanes, X. (2019). Neither fish nor fowl: The contested identity of teachers of English in an EFL Context. RELC Journal. https://doi.org/10.1177/0033688219847315

• Archanjo, R., Barahona, M., & Finardi, K. R. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics Journal, 1(21), 62-75. https://doi.org/10.14483/22487085.14086

• Barahona, M. (2019). What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum. Journal of Education for Teaching, 1-15. doi:10.1080/09589236.2019.1599509

• Darwin S. &  Barahona, M. (2018) Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs, Educational Action Research, DOI: 10.1080/09650792.2018.1494616

• Barahona, M. (2018). Trends in Teacher Development Programs. The TESOL Encyclopedia of English Language Teaching: John Wiley & Sons, Inc. http://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt0632/abstract

• Barahona, M. (2017). Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration. Australian Journal of Teacher Education, 42(12). http://ro.ecu.edu.au/ajte/vol42/iss12/9/

• Barahona, M. (2016). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country. Education Policy Analysis Archives, 24. http://dx.doi.org/10.14507/epaa.24.2448

• Barahona, M. (2016). Mi camino decolonizante: Una experiencia sobre la pertenencia y el devenir. Revista de Educación(9), 35-58. 

• Barahona, M. (2015). Contradictions in the Activity of Learning to Teach English in Chile. In B. Selau & R. F. Castro (Eds.), Cultural-Historical Approach: Educational research in different contexts (pp. 77-107). Porto Alegre: EDIPUCRS.

• Barahona, M. (2014). Exploring the curriculum of second language teacher education in Chile: a case study. Perspectiva educacional, 53(2), 45-67.

• Barahona, M. (2014). Pre-service teachers' beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology, 10(2), 116-122. 

• Barahona, M., & Martin, M. (2014). Effective social learning pedagogy in Spanish language teaching: Integrating podcasting and blogging to teach current affairs. In C. Travis, J. Hajek, C. Nettelbeck, E. Beckmann, & A. Lloyd-Smith (Eds.), Practices and Policies: Current research in languages and culture education. Selected Proceedings of the Second National LCNAU Colloquium, Canberra 3-5 July 2013. Melbourne: Languages and Culture Network for Australian Universities.