Titulo:

Editorial
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Guardado en:

2539-4185

1

2016-06-30

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Herazo Rivera, José David
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Núm. 2 , Año 2016 : Avances en Educación y Humanidades Vol. 1, No. 2, julio-diciembre 2016
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2016-06-30T00:00:00Z
2016-06-30T00:00:00Z
2016-06-30
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Universidad de Córdoba
Avances en Educación y Humanidades
2539-4185
https://revistas.unicordoba.edu.co/index.php/avedhum/article/view/1121
10.21897/25394185.1121
https://doi.org/10.21897/25394185.1121
https://creativecommons.org/licenses/by-nc-sa/4.0/
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Christie, F. (2002). Classroom discourse analysis: A functional perspective. London; New York: Continuum. Dreyfus, S., Humphrey, S., Mahboob, A., & Martin, J. R. (2015). Genre pedagogy in higher education: The SLATE project. Basingstoke: Palgrave Macmillan. Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social- semiotic perspective (2nd ed.). Oxford ; New York: Oxford University Press. Ignatieva, N., & Colombi, C. (Eds.). (2014). CLAE: El lenguaje académico en Mexico y los Estados Unidos: un análisis sitémico funcional. Mexico, D.F.: Universidad Nacional Autónoma de México. Martin, J. (1999). Mentoring semogenesis: ‘Genre-based’ literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 123-155). London; New York: Continuum. McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. doi:10.1177/0022487113493807 Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, N.J.: Lawrence Erlbaum Associates.
https://revistas.unicordoba.edu.co/index.php/avedhum/article/download/1121/1352
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Herazo Rivera, José David
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