págs. 1-4
Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal
António Lopes
págs. 5-22
English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity
Yiyi López Gándara
págs. 23-43
How to enhance primary school EFL-teacher curriculum-design competences: the Competence Unit Design Model (CUD Mod)
págs. 44-63
págs. 64-83
págs. 84-103
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, María Pilar Mur Dueñas , Silvia Pellicer Ortín
págs. 104-125
The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers
Oleksandr Kapranov
págs. 126-146
págs. 147-166
págs. 167-188
págs. 189-208
ESP within ESP: the design and implementation of a pronunciation module in a technical English course
Leticia Quesada Vázquez, Joaquín Romero
págs. 209-228
págs. 229-253
Lengua extranjera y lectura estética: estudio de la situación actual en las escuelas de Educación Primaria en la Comunidad Autónoma de Andalucía
Antonio Garcés Rodríguez
págs. 254-273
págs. 274-294
págs. 295-313