Demonstrating a burgeoning interest in the field of family language policy (FLP) around the world, Successful Family Language Policy comprises several contributions from researchers working on multiple different contexts, united in their aim to address the key question of what makes some families successful in achieving bi- or multilingual outcomes for their children and others not. Many factors that might contribute towards or jeopardise success are put forward throughout the course of the volume, helping to lay the groundwork in outlining the broad scope of the question and its implications. This is a valuable first step which, with further research and collaboration, should enable the establishment of a common theoretical framework and methodological approach that might fit the complex, multi-level phenomenon that is FLP and help provide nuanced answers for researchers and parents alike.

Ce numero du Bellaterra Journal of Teaching and Learning Language and Literature, a presente une monographie sur l' enseignement et l'apprentissage de la composition ecrite.

As the year draws to an end, we offer you a variety of articles for the holiday season. This issue’s featured author is Evelyn Arizpe (Glasgow University) and we also have an interview with Jazone Cenoz from the University of the Basque Country, accompanied by our regular research articles, all very relevant to current topics in the teaching and learning of language and literature

Con el presente numero se inicia el cuarto ano de publicacion de la revista. Para 2014, mantenemos nuestra tradicion de incluir secciones con una persona invitada, una entrevista a un miembro experto de nuestro campo, una resena de libro y, por supuesto, articulos de estudiantes de talento excepcional y de jovenes investigadores que trabajan en el ambito de la didactica de la lengua y la literatura. (...)

Aquest numero inicia el quart any de publicacio de la revista. Per a 2014, mantenim la nostra tradicio d’incloure seccions amb una persona convidada, una entrevista a un membre expert del nostre camp, una ressenya de llibre i, per descomptat, els articles d’estudiants de talent excepcional i de joves investigadors i investigadores que treballen en l'ambit de la didactica de la llengua i la literatura. (...)

This article focuses on the dependence on the literal wording of a reference source that some students show in their writing. Thus their texts, rather than being an example of writing, turn into ‘pseudowriting’. In order to illustrate this point, a text by a first year university student will be analised and the process of writing too close to the original observed. Among other things, the nature of the instructions the teacher gave the student in order to complete the specific task or assignment will be challenged for being too general and for lacking specific guidelines for the student to be able to reflect upon and solve the problem set.

Tarongeta vol dir taronja petita ['Orangete' means little orange] published by Goodall Publishing in 2013 includes the six award-winning texts submitted to the prize El catala pel mon (Catalan around the world). The authors are young Catalan teachers, all born between the decades of the seventies and eighties. Some of them are also researchers, writers, and poets who describe their experiences of teaching their language in some of the most diverse places in the world.