Núm. 34 (2020): Junio

Publicado: 31-01-2021

Artículos [Número ordinario]

Working With Diversity in the Spanish Heritage Language Classroom: A Critical Perspective

María Luisa Parra

1-24
- PDF (English)
Academic Achievement of Bilingual and Non- Bilingual Education Degree Students

Daniel Madrid, Steven M. Julius

25-37
- PDF (English)
Enfoque transnacional para la creación de un corpus literario en el aula ELE

Mar Campos Fernández-Fígares

39-53
- PDF (English)
Critical approach to intercultural education and foreign language learning and teaching: neoliberal gender ideologies in textbooks of Spanish as a foreign language

Jelena Filipović, Ana Kuzmanović Jovanović

55-74
- PDF (English)
Between Cultural Studies and the Literary Canon. Contrastive Study of the teaching of poetry in Spanish in the Master in Arts of Universities of the United States

Remedios Sánchez-García

75-90
- PDF (English)
Lectura sociolingüística de las migraciones: el potencial didáctico de Entre dos aguas (Rosa Ribas)

Antonio Daniel Fuentes González

91-105
- PDF (English)
Linguistic abilities in intercultural reading practices

Aurora Martínez Ezquerro

107-123
- PDF (English)
Pluricultural competence in SFL: from the reference documents to present Spanish handbooks

Sara Robles Ávila, Ítaca Palmer

125-143
- PDF (English)
The Spanish of women inmigrated in contexts of no regulated and informal learning.

María del Carmen Quiles Cabrera

145-168
- PDF (English)
Critical intercultural communicative competence: analysis of cognitives sub-processes in academic writing samples in university students of Spanish Foreign Language (SFL)

Natasha Leal Rivas

169-192
- PDF (English)
Are Culture and Identity Linguistic Entities? (Sidenotes to the “Social Turn” in Language Teaching)

Pablo Aparicio Durán, Alberto Martos García

193-208
- PDF (English)
Interculturalidad y educación lingüística del alumnado inmigrante de la provincia de Almería: un estudio de caso

Gabriel Núñez Ruiz, Aitana Martos García, Gabriel Núñez-Molina

209-224
- PDF (English)

Núm. 34 (2020): Junio

Artículos [Número ordinario]

Working With Diversity in the Spanish Heritage Language Classroom: A Critical Perspective

Academic Achievement of Bilingual and Non- Bilingual Education Degree Students

Enfoque transnacional para la creación de un corpus literario en el aula ELE

Critical approach to intercultural education and foreign language learning and teaching: neoliberal gender ideologies in textbooks of Spanish as a foreign language

Between Cultural Studies and the Literary Canon. Contrastive Study of the teaching of poetry in Spanish in the Master in Arts of Universities of the United States

Lectura sociolingüística de las migraciones: el potencial didáctico de Entre dos aguas (Rosa Ribas)

Linguistic abilities in intercultural reading practices

Pluricultural competence in SFL: from the reference documents to present Spanish handbooks

The Spanish of women inmigrated in contexts of no regulated and informal learning.

Critical intercultural communicative competence: analysis of cognitives sub-processes in academic writing samples in university students of Spanish Foreign Language (SFL)

Are Culture and Identity Linguistic Entities? (Sidenotes to the “Social Turn” in Language Teaching)

Interculturalidad y educación lingüística del alumnado inmigrante de la provincia de Almería: un estudio de caso

Reseñas [Número ordinario]

Repensando la didáctica de la lengua y la literatura. Paradigmas y líneas emergentes de investigación. Campos Fernández-Fígares, M. y Quiles Cabrera, M. C. (eds.) (2019). Madrid: Visor. 442 pp.ISBN: 978-84-9895-655-9.

Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice. Jonathon Reinhardt (2019). Tucson (the USA): Palgrave Macmillan. ISBN 978-3-030-04729-0 (eBook), pages XIX-311.

Learning Strategy Instruction in the Language Classroom: Issues and Implementation. Anna Uhl Chamot and Vee Harris (eds.) 2019. Bristol: Multilingual Matters. ISBN: 9781788923392, 296 pages

Formación de palabras y enseñanza del español LE/L2. David Serrano-Dolader (2019). Routledge Advances in Spanish Language Teaching. ISBN: 978-1-138-68412-6; 350 páginas.

Investigating the Learning of Pragmatics across Ages and Contexts. Salazar-Campillo, P. and Codina-Espurz, V. (2019). Leiden: Brill, 260 pages, ISBN: 978-9-004-40785-5.

Enredos de palabras: gramática y uso de la lengua en nuevos espacios de comunicación. Investigación en didáctica de la lengua. Quiles Cabrera, Mª del C., Martínez Ezquerro, A., Palmer, Í. (2018). Barcelona, Graó, 170 págs., ISBN: 978-84-9980-931-1.

Reflective Language Teaching: Practical Applications for TESOL Teachers. Thomas S. C. Farrell (2018). Bloomsbury Publishing. 292 pages. ISBN: 9781350021365 and 978-1350021358

PORTA LINGUARUM. Revista Internacional de Enseñanza y Aprendizaje de Lenguas Extranjeras