Gaston Esteban Bacquet Quiroga
Research title: Non-violence as a practice of equality: An exploration in a Chilean higher education classroom through critical participatory action research
Publications
2020
Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, 15 Jan.
Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8(2), pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)
2019
Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, 25 Sep.
Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, 3 Jun.
Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8(6), pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)
Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.
Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8(3), pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)
2018
Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, 11 Dec.
Fuller, C. and Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, 27 Jun.
Articles
Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, 15 Jan.
Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8(2), pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)
Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, 25 Sep.
Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, 3 Jun.
Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8(6), pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)
Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.
Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8(3), pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)
Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, 11 Dec.
Fuller, C. and Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, 27 Jun.