The author of A cremallengua, Joan-Lluis Lluis, is native of the north-Catalan capital. Surely the fact that he lives at the heart of Roussillon has helped him to become, today, a fierce defender of minority languages​​, starting with his own. Lluis' career as a strong guardian of Catalan is remarkable [...]

The present study aimed at investigating the effects of reading strategy instruction on students’ reading strategies use according to the different levels of achievement in terms of reading comprehension in French as a foreign language. Reading strategies instruction was implemented within the framework of an action research in a preparatory class of French as a foreign language. A total of 18 students participated in the courses focusing reading strategies instruction. Before and after the intervention, think-aloud technique used in order to collect data was applied with six learners representing different levels of achievement (good, medium, low). The data was analyzed by using the approach of quantification of qualitative data. Findings indicate that learners depending on their achievement levels are influenced in different ways by reading strategies instruction.

Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Honig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by approaching to the case study of a Science through English CLIL unit implemented on a state-funded secondary school in Barcelona, Spain. The paper focuses on the written test of the unit and analyzes the students’ responses and degree of satisfaction of the teacher after implementing and correcting the test, which provides valuable insights in the light of teacher development and offers a snapshot of CLIL assessment practices and their effects. The results present a close look at the teacher’s attitude towards content and language errors and points out the lights and shadows of assessment in CLIL while highlighting the need of disclosing further assessment practices in similar contexts.

Abstract This book presents the foundations and fundamentals of what is Telecollaboration 2.0 and is the first in a series of volumes devoted to this field. Today, thanks to easily accessible technological resources, cultural exchange via online interaction has become somewhat commonplace. The use of so-called web 2.0 tools has changed the rules in the educational context. This book helps teachers provide opportunities for language and intercultural learning in a multilingual, multimodal and collaborative context. In the book, we find a theoretical framework for telecollaboration and its implications for teachers and students, as well as various resources and case studies that will enable teachers to become familiar with the field and benefit from the advantages it offers. Keywords: telecollaboration, educational practices, Web 2.0, learning languages Resum El llibre ens presenta les bases i fonaments del que es la telecolaboracio 2.0 i es el primer d’una serie de volums dedicats a aquest camp. Actualment, gracies als recursos tecnologics dels quals disposem, l’intercanvi cultural via online ha esdevingut quelcom quotidia. L’us de les anomenades eines web 2.0 ha canviat les regles del joc en el context educatiu. L’obra posa a l’abast dels docents la possibilitat d’oferir a l’alumnat l’aprenentatge de llengues i l’interculturalitat en un context multilingue, multimodal i col·laboratiu. En ell hi podrem trobar un marc teoric sobre que es la telecol·laboracio i com repercuteix en el professorat i l’alumnat, aixi com diferents recursos i estudis de cas, que permetran als docents introduir-se en l’area i gaudir dels seus avantatges. Paraules clau: telecolaboracio, practiques educatives, web 2.0, aprenentatge llengues Resumen El libro nos presenta las bases y fundamentos de lo que se denomina telecolaboracion 2.0. Este es el primero de una serie de volumenes dedicados a este campo. Gracias a los recursos tecnologicos de les cuales disponemos en la actualidad, el intercambio cultural de modo online se ha convertido en un hecho cotidiano. El uso de las llamadas herramientas web 2.0 ha cambiado las reglas del juego en el contexto educativo. El ejemplar ofrece a los docentes la posibilidad de proponer al alumnado un aprendizaje de la lengua y la interculturalidad en un contexto multilingue, multimodal y colaborativo. En el tomo podemos encontrar un marco teorico sobre que es la telecolaboracion y como repercute en el profesorado y los alumnos, asi como tambien presenta recursos y estudios de caso que permitiran a los docentes introducirse en el camp d’estudio y disfrutar de sus ventajas. Palabras clave: telecolaboracion, practicas educativas, web 2.0, aprendizaje de lenguas.

This book is aimed for practitioners and / or students at a master degree level who wish to do research in the classroom and who need a handbook to guide them in their research process, from the formulation of the research questions to the elaboration of the final draft of the work. Specifically, the text addresses the issues of how to compile literature on the chosen topic and how to construct a robust theoretical framework, it presents the ethical problems researchers may encounter, it explains how to collect and analyze data, it provides tips for the writing process, it illustrates the differences between qualitative and quantitative approaches, it defines what we understand by an action research, a case study or a grounded theory method and finally, it describes the philosophical paradigms that support each of these modes of investigation. Furthermore, the volume, noted for its clarity and accessibility, provides concrete examples extracted from published research papers as well as diagrams and summaries to explain the most complex content.

Los volumenes que la nuestra revista publica al inicio de cada curso academico tienen por costumbre presentar el trabajo de un investigador del departamento que la edita. En este caso, el autor invitado es el doctor Xavier Fontich Vicens. Su articulo trata un tema que siempre presenta retos al profesorado: ?Como ha de ensenarse la gramatica? ...

Notre dernier volume de l'annee 2013 offre une interessante variete de sujets et d’approches sur l'enseignement et l'apprentissage de la langue et de la litterature. Notre auteur invite, le professeur Selim Ben Said, de l'Institut National de l'Education de Singapour explore la mediation de l'identite dans le processus de formation d’une enseignante de langues.

El nostre darrer volum d'aquest any 2013 ofereix una interessant varietat de temes i enfocaments per a l'ensenyament i l'aprenentatge de la llengua i la literatura. El nostre autor convidat, el doctor Selim Ben Said, de l'Institut Nacional d'Educacio de Singapur explora la mediacio de la identitat en el proces de formacio d'una docent de llengues. ...