Investigación emergente: desafíos educativos presentes y futuros

53 INVESTIGACIÓN EMERGENTE. DESAFÍOS EDUCATIVOS PRESENTES Y FUTUROS Geeraerts, D. (2003). Cultural models of linguistic standardization. En R. Dirven, R. Frank y M. Pütz (Eds.), Cognitive Models in Language and Thought. Ideology, Metaphors and Meanings (pp.25 -68). Mouton de Gruyter. Kroskrity, P. V. (2010). Language ideologies–Evolving perspectives. Society and language use, 7(3), 192-205. Moscovici, S. (1988). Notes towards a description of social representations. Eu ropean Journal of Social Psychology, (18), 211-250. Pennycook, A. (1994). The cultural politics of English as an international language. Longman. Silverstein, M. (1979). Language structure and linguistic ideology. En P. R. Clyne, W F. Hanks y C L. Hofbauer (Eds.), The elements: A parasession on linguistic units and levels (pp.192-247). Chicago Linguistic Society. Universidad de Chicago. Teng, F. (2019). Learner Identity and Learners’ Investment in EFL Le arning: AMultiple Case Study. Iranian Journal of Language Teaching Research, 7(1), 43-60. Wirza, Y. (2018). A narrative case study of Indonesian EFL learners’ identities. Indonesian Journal of Applied Linguistics, (8), 473-481. Wodak, R. (2009). Language and Politics. En J. Culpeper, F. Katamba, P. Kerswill, R. Wodak y T. McEnery (Ed s.), English language: Description, variation and context (pp.576–593). Palgrave.