Bibliografia

Allal, L. (2006). La fonction de régulation de l’évaluation: constructions théoriques et limites empiriques. In Figari, G.; Mottier Lopez, L. (eds): Recherche sur l’évaluation en éducation (pp. 223-230). L’Harmattan.

Arfé, B., Dockrell, J., & Berninger, V. (2016). Writing development in children with hearing loss, dyslexia, or oral language problems. Implications for assessment and instruction. Oxford University Press.

Bañales, G., Castelló, M. & Vega, N. (2016). Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación. Tamaulipas: Universidad Autónoma de Tamaulipas. 

Bañales, G., Ahumada, S., Graham, S., Puente, A., Guajardo, M., Muñoz, I. (2020). Teaching writing in grades 4–6 in urban schools in Chile: a national survey. Reading and Writing, 33(10), 2661-2696. https://doi.org/10.1007/s11145-020-10055-z

Barcelos, A. M., & Kalaja, P. (2013). Beliefs in Second Language Acquisition: Teacher. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-6). Wiley-Blackwell.

Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282-295.

Bazerman, CH. (2002) “What is not institutionally visible does not count: The problem of making activity assessable, accountable, and plannable. In Ch. Bazerman & D. Russell. (eds.) Writing Selves/Writing Societies: Research from Activity Perspectives. Perspectives on Writing. The WAC Clearinghouse and Mind, Culture, and Activity. 

Bazerman, Ch. (2005). Writing Across the Curriculum. Parlor Press /WAC Clearinghouse.

Bazerman, Ch. (dir.) (2008) Handbook of research on writing: history, society, school, individual, text. Lawrence Erlbaum.

Bazerman, Ch. , Lile, j., Bethel, L., Chavkin, T., Fouque, D.& Garufis, J. (2016) Escribir a través del curriculum. Una guía de referencia. Universidad Nacional de Córdoba

Bazerman, Ch. & Prior, P. (eds.) (2004).  What writing does and how it does it: an introduction to analyzing texts and textual practices. Lawrence Erlbaum Associates.

Bernié, J.-P. (2001). “Genres discursifs scolaires, genres de l’activité et conceptualisation”. In J.-P. Bernié (dir.) Apprentissage, Développement et Significations”. Presses Universitaires de Bordeaux.

Birello, M., & Pujolà, J. T. (2023). Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing. Teaching and Teacher Education, 122, https://doi.org/10.1016/j.tate.2022.103971

Bitchener, J. & Ferris, D. R. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. Routledge

Borg, S. (2003). Teacher cognition in language teaching: a review of research on what teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.

Borg, S. (2019). Language Teacher Cognition: Perspectives and debates. In X. Gao (ed.). Second Handbook of English Language Teaching (pp.1149-1170). Springer International.

Bronckart, J-P (1996). Activité langagière, textes et discours. Pour un interactionisme socio-discursif. Delachaux et Niestlé.

Camps, A. (2003).Text, procés, context, activitat discursiva: punts de vista diversos sobre l’activitat d’aprendre i d’ensenyar a escriure. In A. Camps (comp.) Seqüències didàctiques per aprendre a escriure. Graó.

Camps, A. (comp.) (2003). Seqüències didàctiques per aprendre a escriure. Graó.

Camps, A. i Ribas, T. (1998). Regulación del proceso de redacción y del proceso de aprendizaje: función de las pautas como instrumentos de evaluación formativa, Textos de didáctica de la lengua y la literatura, 16, 49-60.

Castelló, M. (2017). Mirarse en el espejo: de comunicar lo que se ha aprendido a aprender comunicando. Textos de didáctica de la lengua y la literatura, 76, 7-13. 

Castelló, M.; Milian, M. (1997). Enseñar y aprender estrategias en el proceso de composición escrita. In M.L. Pérez Cabaní (coord.) La enseñanza y el aprendizaje de estrategias desde el curriculum (pp. 117-135). Horsori.

Chabanne, J-Ch., Bucheton, D. (dirs.) (2002). Parler et écrire pour penser, apprendre et se construire. L’écrit et l’oral réflexifs. PUF.

Cope, B., Kalantzis, M. (eds.) (1993). The Powers of Literacy. The Falmer Press.

Davin, K. J., Chavosan, I., Donato, R. (2018). Images of past teachers: Present when you teach. System, 72, 139-150

Elola, I., & Oskoz, A. (2022). Reexamining feedback on L2 digital writing. Studies in Second Language Learning and Teaching, 12(4), 575–595. https://doi.org/10.14746/ssllt.2022.12.4.3

Ferreiro, E., & Teberosky, A. (Eds.). (1979). Los sistemas de escritura en el desarrollo del niño. Siglo XXI.

Graham, S., MacArthur, Ch., & Hebert, M. (2018). Best Practices in Writing Instruction, 3rd Edition. Guildford Press.

Hsiang, T. P., Graham, S. Yang, Y.-M. (2020). Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers. Reading and Writing, 33(10), 2511-2548. https://doi.org/10.1007/s11145-020-10050-4

Hyland, K. (2002). Teaching and Researching Writing. Longman.

Hyland K. (2016). Methods and methodologies in second language writing. System, 59, 116-125

Jaubert, M., Rebière, M. (2005). Learning science by writing. L1 Educational Journal, 5/3.

Jaubert, M.; Rebière, M.; Bernié, J.-P. (2003). L’hypothèse “communauté discursive”: d’où vient-elle? où va-t-elle?. Les Cahiers Théodile, 4, 51-80.

Johnson, K.E., & Golombek, P. R. (2016). Mindful L2 teacher education: a sociocultural perspective on cultivating teachers' professional development. Routledge.

Junqueira, L. & Payant, C. (2015). “I just want to do it right, but it’s so hard”: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36

Kalaja, P. , & Barcelos, A. M. (2013). Beliefs in Second Language Acquisition: Learner. In C.A. Chapelle (Ed.),  The Encyclopedia of Applied Linguistics (pp. 1-7). Wiley-Blackwell.

Kubaniova, M. & Feryok, A. (2015). Language teacher cognition in applied linguistics research: revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99, 435-449.

Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 1–13. doi:10.1017/s0261444819000247

Lee, I. (2022). Developments in classroom-based research on L2 writing. Studies in Second Language Learning and Teaching, 12(4), 551–574. https://doi.org/10.14746/ssllt.2022.12.4.2

Lee, I. (2023). Problematising Written Corrective Feedback: A Global Englishes Perspective. Applied Linguistics, XX/XX, 1-7, https://doi.org/10.1093/applin/amad038

Leow, R.P., Manchón, R.M., Polio, C. (2022). Researching L2 writing as a site for learning in instructed settings. In GUrzynski-Weiss, L. & Kim, Y. (eds.). Instructed Second Language Acquisition Research Methods. John Benjamins Publishing Company

Manchón, R.M. (2020). (Ed.) Writing and language learning. Advancing research agendas. John Benjamins Publishing.

McArthur, Ch., Graham, S. & Fitzgerald, J. (2006). Handbook of Writing Research. Guilford Press.

McArthur, Ch., Graham, S. & Fitzgerald, J. (2016). Handbook of Writing Research, 2nd Edition. Guilford Press.

Nassaji, H., & Kartchava, E. (Eds.) (2017). Corrective Feedback in Second Language Teaching and Learning. Research, Theory, Applications, Implications. Routledge.

Nassaji, H., & Kartchava, E. (Eds.). (2021). The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge University Press. doi:10.1017/9781108589789

Perera, J., Aparici, M., Rosado, E., & Salas, N. (Eds.). (2016). Written and Spoken Language Development Across the Lifespan: Essays in Honour of Liliana Tolchinsky (Vol. 11). Springer.

Phipps, S., & Borg, S. (2009) Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37, 380-390.

Ribas, F., Perine, C. (2018). What does it mean to be an English teacher in Brazil? Student teachers' beliefs through narratives in a distance education programme. Applied Linguistics Review, 9(2-3), 273-305

Ribas, T. (2010). La evaluación en el área lingüística. Textos de Didáctica de la Lengua y la Literatura, 53, 10-21.

Ribas, T., Fontich, X. & Guasch, O. (eds.) (2014). Grammar at School. Research on Metalinguistic Activity in Language Education. Peter Lang

Ribas,T., Milian, M., Guasch, O., Camps, A. (2002). La composición escrita como objeto de reflexión. A J.M. Cots I L. Nussbaum (eds.) Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas (pp.167-184). Milenio.

Ribera, P. (2008). El repte d’ensenyar a escriure. L’inici de la producció de textos en Educació Infantil. Perifèric, eds. / Universitat de València

Salas, N., Birello, M., & Ribas, T. (2020). Effectiveness of an SRSD writing intervention for low- and high-SES children. Reading & Writing.https://doi.org/10.1007/s11145-020-10103-8

Schneuwly, B. (1985). La construction sociale du langage écrit chez l’enfant. In B. Schneuwly i J.-P.Bronckart (dirs.) Vygotsky Aujourd’hui. Delachaux et Niestlé.

Seoane, R. C., Jiménez, J. E., Gutiérrez, N. (2020). Pre-service teachers’ implicit theories of learning to write. European Journal of Teacher Education, 43:2, 165-190.

Sévérac, P. (coord.) (2007). Lire et écrire. Sciences Humaines.

Smagorinsky, P. (2006). Research on composition: multiple perspectives on two decades of change. Teachers College.

Teberosky, A., Soler, M. (eds.) (2003). Contextos de alfabetización inicial. Horsori.

Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Psychology Press.

Watson, A. (2015). The problem of grammar teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education, 29:4, 332-346