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<p>This qualitative-interpretative study investigates a cohort of twelve English teachers enrolled in the M.A. programme ,E-LINGO ? Teaching English to Young Learners'. The aim is to explore if, how and under what circumstances classroom action research, a core component of the pro gramme, can foster teacher learning. Since the participants have different educational and cultu ral back-grounds and various levels of professional experience in the ...Seguir leyendo