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Dr Darío Luis Banegas

DBanegas Background

I graduated as a teacher of English in Entre Ríos (Argentina) in 2000 and started to work as a secondary school teacher in Esquel. In 2008 I won a British Council Hornby Scholarship to undertake the MA in English Language Teaching at Warwick University. I returned to teaching in Argentina for a year and I also joined the ELT Coordination at the Ministry of Education of Chubut. I designed the ELT curriculum for primary education and co-developed the curriculum for secondary education. In 2010 I was awarded a Warwick Postgraduate Research Scholarship to undertake PhD studies under the supervision of Dr Ema Ushioda. I completed my PhD in July 2013.

In 2012 I joined the British Council in Buenos Aires as a project manager for a Plan Ceibal project about the teaching of English through videoconferencing in primary schools. At the same time I founded the Argentinian Journal of Applied Linguistics for which I am the current editor and became actively involved in FAAPI (Federación Argentina de Asociaciones de Inglés/ Argentine Federation of Associations of Teachers of English). I was the president of APIZALS, a teacher association in patagonia, in the period 2014-2018.

In Latin America I am currently involved in supporting teacher-research networks with the support of the British Council and their ARAS-APTIS award.I am member of the Editorial Board of Profile and the LACLIL Journal. I am also an external examiner of MA dissertations for the University of La Sabana (Colombia). I am a visiting lecturer in postgraduate programmes at universities in Argentina, Ecuador, Colombia, and Spain.

In Argentina I am also involved in an online distance pre-service teacher education programme as a tutor of a module called ELT Didactics for Secondary Education. I joined the University of Strathclyde in October 2019 as a lecturer in TESOL.

Research interests

I am interested in CLIL (Content and Language Integrated Learning), action research, teacher research, face-to face and online pre-service teacher education and motivation, curriculum design, and materials development.

Recent publications

Banegas, D. L., Beacon, G., & Pérez Berbain, M. (Eds.). (2021). International perspectives on diversity in ELT. Cham: Palgrave.

Hemmi, C., & Banegas, D. L. (Eds.). (2021). International perspectives on CLIL. Cham: Palgrave.

Banegas, D. L., & Consoli, S. (2021). Initial English language teacher education: the effects of a module on teacher research. Cambridge Journal of Education,

Banegas, D. (2021). Research into practice: CLIL in South America. Language Teaching, 1-13.

Banegas, D. L., & Cad, A. C. (2020). Knowledge flow in Argentinian English language teaching: A look at citation practices and perceptions. Educational Action Research, DOI: 10.1080/09650792.2020.1842781

Villacañas de Castro, L., & Banegas, D. L. (2020). Philosophical tenets of action research in education. Oxford Research Encyclopedia of Education. Retrieved 30 Oct. 2020, from

Banegas, D. L., Corrales, K., & Poole, P. (2020). Can engaging L2 teachers as material designers contribute to their professional development? Findings from Colombia, System. doi: 

Banegas, D. L. (Ed.). (2020). Content knowledge in English language teacher education: International experiences. London/New York: Bloomsbury.

Banegas, D. L., et al. (2020). "Writing makes us professional": Second language writing in Argentinian teacher education. In L. Seloni & S. Henderson Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 250-271). Bristol: Multilingual Matters.

Banegas, D. L., & Villacañas de Castro, L. S. (2019). Action research. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 570-582). London/New York: Routledge.
Banegas, D. L. (2019). Language curriculum transformation and motivation through action research. Curriculum Journal


Banegas, D. L., & López, M. F. (2019). Inclusive language in Spanish as interpellation to educational authorities. Applied Linguistics, DOI 
Banegas, D. L., Jacovkis, L., & Romiti, A. (2019). A gender perspective in initial English language teacher education: An Argentinian perspective. Sexuality & Culture, DOI (access here)
Banegas, D. L. (2018). A call to spread international knowledge of ELT. ELT Journal, 72(2), 214-216. DOI:
Banegas, D. L. (2018). Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina. English for Specific Purposes, 50, 1-13. DOI:
Banegas, D. L. (2017). Teaching linguistics to low-level English language users in a teacher education programme: an action research study. The Language Learning Journal, DOI: 10.1080/09571736.2017.1370604

Banegas, D. L. (2017). Teacher-developed materials for CLIL: Frameworks, sources, and activities. Asian EFL Journal, 19(3), 31-48.

Banegas, D.L., López-Barrios, M., Porto, M., & Waigandt, M. (Eds.). (2017). Authenticity in ELT: Selected papers from the 42nd FAAPI Conference. Posadas: APIM.

Banegas, D.L. (Ed.). (2017). Initial English language teacher education: International perspectives on research, curriculum and practice. London/New York: Bloomsbury.

Banegas, D.L. (2016). Exploring perceptions of curriculum change in initial English language teacher education: A case in Argentina. Estudios sobre Educación, 31, 71-93.

Banegas, D.L., & Villacañas de Castro, L.S. (2016). Criticality. ELT Journal, 70(4), 455-457.

Banegas, D.L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content and Language Integrated Learning, 9(1), 17-36.

Banegas, D.L. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American Journal of Content and Language Integrated Learning, 8(2), 104-130.

Banegas, D.L., & Villacañas de Castro, L.S. (2015). A look at ethical issues in action research in education. Argentinian Journal of Applied Linguistics, 3(1), 58-67.

Banegas, D.L. (2014). Democratizing didactic transposition: Negotiations between learners and their teacher in a secondary school. Latin American Journal of Content and Language Integrated Learning, 7(2), 1-26.

Banegas, D.L., & Velázquez, A. (2014). Enacting a people-centred curriculum in ELT with teenage learners. Profile, 16(2), 199-205.

Banegas, D.L., López-Barrios, M., Porto, M., & Soto, M.A. (Eds.). (2014). English language teaching in the post-methods era: Selected papers from the 39th FAAPI Conference. Santiago del Estero: APISE.

Banegas, D.L. (2014). Initial English language teacher education: Processes and tensions towards a unifying curriculum in an Argentinian province. English Teaching: Practice and Critique, 13(1), 224-237.

Banegas, D.L., & Manzur Busleimán, G. (2014). Motivating factors in online language teacher education in southern Argentina. Computers & Education, 76, 131 – 142.

Banegas, D.L. (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359.

Banegas, D.L. (2013). Teacher, what page today? A look at materials development. In A. Leceta & R.I. Cúneo (Eds.), V Jornadas en actualización de la enseñanza del inglés (pp. 6 - 13). San Juan: Universidad Nacional de San Juan.

Renart, L., & Banegas, D.L. (Eds). (2013). Roots & routes in language education: Bi-multi-plurilingualism, interculturality and identity. Selected papers from the 38th FAAPI Conference. Buenos Aires: APIBA.

Banegas, D.L., Pavese, A., Velázquez, A., & Vélez, S.M. (2013). Teacher professional development through collaborative action research: impact on foreign English language teaching and learning. Educational Action Research, 21(2), 185-201.

Banegas, D.L. (2013). ELT through videoconferencing in primary schools in Uruguay: First steps. Innovation in Language Learning and Teaching, 7(2), 179-188.

Banegas, D. (2013). The integration of content and language as a driving force in the EFL lesson. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 82-97). Basingstoke: Palgrave Macmillan.