Lecturer in Spanish and Coordinator
Dr. Mideros joined the CLL in 2017. He is originally from Colombia. He is a vibrant teacher who is enthusiastic about Spanish and learner autonomy.
Number of years in teaching
17
Fun Fact
I love watching telenovelas (soap operas)
Qualifications
PhD in Linguistics UWI St Augustine. 2017
- Postgraduate Diploma in Online Teaching, Universidad Nacional Abierta y a Distancia. 2010
- Master of Education, UWI St Augustine. 2009
- Licenciado en educación básica con énfasis en humanidades: español e inglés. (B.Ed. Spanish and English), Universidad Pedagógica Nacional de Colombia. 2005
Research Interests
- Second/Foreign Language (L2) Learner Autonomy
- Foreign/Second Language Teaching and Learning
- Spanish as a Foreign Language / Español como lengua extranjera (ELE)
- The teaching of L2 listening comprehension
- The teaching of Spanish Communicative Grammar
- Sociocultural Theory in Second Language Acquisition
- Online resources and Foreign Language Teaching and Learning
Professional Memberships
- Member, AILA Learner Autonomy Research Network
- Member, Asociación para la Enseñanza del Español como Lengua Extranjera. (Association for the Teaching of Spanish as a Foreign Language)
- Member, Caribbean Studies Association
Publications
Books
Mideros, D. (2021). Am I an autonomous language learner? Self-perceived autonomy in Trinidad and Tobago: Sociocultural perspectives. Hong Kong, Hong Kong: Candlin & Mynard ePublishing Limited. https://www.candlinandmynard.com/mideros.html
Book Chapters
Mideros, D., Roberts, N., Palma, P., & Cardona-Villa, Natalia (2020). Aprendientes Autónomos de Español en un Contexto del Caribe Angloparlante: Estudio Fenomenológico en Trinidad y Tobago. In C. Ludwig, M.G. Tassinari, & J. Mynard (Eds.), Navigating Foreign Language Learner Autonomy (pp. 414-445). Hong Kong, Hong Kong: Candlin & Mynard ePublishing Limited.
Mideros, D., Roberts, N., Palma, P., & Cardona-Villa, Natalia (2020). Autonomous Learners of Spanish in an Anglophone Caribbean Context: A Phenomenological Study in Trinidad and Tobago. In C. Ludwig,M.G. Tassinari, & J. Mynard (Eds.), Navigating Foreign Language Learner Autonomy (pp. 446-453). Hong Kong, Hong Kong: Candlin & Mynard ePublishing Limited.
Articles (Refereed)
Mideros, D. (2020). Out-of-class learning of Spanish during COVID-19: A case study in Trinidad and Tobago. Studies in Self-Access Learning Journal, 11(3), 199–219. https://doi.org/10.37237/110308
Botelho de Magalhães, M., Cotterall, S. and Mideros, D. (2019). “Identity, voice and agency in two EAL doctoral writing contexts” in Journal of Second Language Writing, 43, 4-14. (Impact Factor: 3.324)
Non-refereed publications
Co-authored review: “The AILA Research Network on Learner Autonomy Symposium”, Independence, The newsletter of the learner autonomy special interest group 72, 27–33.
Mideros, D. (2013). “From failure to autonomy”, Independence, The newsletter of the learner autonomy special interest group 58, 6–8. http://lasig.iatefl.org/uploads/1/1/8/3/11836487/story.pdf
