Special Issue VI: Language Teaching Research from a Global Perspective

Articles

• Introduction

  Borjan Grozdanoski

  01-04

  • PDF (Español (España))

• Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

  António Lopes

  05-22

  • PDF

• English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity

  Yiyi López Gándara

  23-43

  • PDF (Español (España))

• How to enhance primary school EFL-teacher curriculum-design competences: the Competence Unit Design Model (CUD Mod)

  Davide Capperucci

  44-63

  • PDF

• Theoretical and practical principles about the inclusive education of pupils with mild intellectual disabilities in the foreign language classroom

  Leopoldo Medina Sánchez, Cristina Pérez Valverde

  64-83

  • PDF (Español (España))

• Training in gender and sexual identities in EFL teaching. Participants’ contributions

  Stefano Barozzi, Raúl Ruiz Cecilia

  84-103

  • PDF

• Developing communication and thinking skills in English as a Foreign Language Education undergraduate students: a proposal for a syllabus model

  Violeta Delgado-Crespo, Vicky Gil, Pilar Mur-Dueñas, Silvia Pellicer-Ortín

  104-125

  • PDF

• The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers

  Oleksandr Kapranov

  126-146

  • PDF

• Conceptions of culture teaching in foreign language held by prospective graduates in Primary Education at Melilla

  María José Carrillo López, Antonia Navarro Rincón

  147-166

  • PDF (Español (España))

• Perceptions of EFL trainee teachers about attention to diversity issues in their initial training as Secondary Education teachers

  Emilio Crisol Moya, M.ª Jesús Caurcel Cara

  167-188

  • PDF (Español (España))

• Graffiti as the driving-force of critical thinking in teaching a foreign language

  Carmen Aguilera Carnerero

  189-208

  • PDF (Español (España))

• ESP1 within ESP: the design and implementation of a pronunciation module in a technical English course

  Leticia Quesada Vázquez, Joaquín Romero

  209-228

  • PDF

• A causal-comparative study of the educational success with preservice English foreign language teachers

  Manuel Jesús Cardoso Pulido, Juan Ramón Guijarro Ojeda

  229-253

  • PDF (Español (España))

• Foreign language and aesthetic reading: study of the current situation in primary classrooms of the Autonomous Community of Andalusia, Spain

  Antonio Garcés Rodríguez

  254-273

  • PDF (Español (España))

• Should we speak? Analysis of the discourse and strategies used in WhatsApp by university students

  María José Molina García

  274-294

  • PDF (Español (España))

• John George Brown’s Grammar and its Guidelines for Teaching Pronunciation

  Javier Villoria Prieto, Ana María Ramos García

  295-313

  • PDF (Español (España))