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    Linguistics and Translation | Recent publications

    Current Issues in English Language Teaching and Learning. An International Perspective,
    edited by Mario Cal Varela, Francisco Javier Fernández Polo, Lidia Gómez García e Ignacio M. Palacios Martínez.
    Newcastle upon Tyne. Cambridge Scholars Publishing.

    ISBN (10) I.4438 1967-0 (hardback),
    ISBN (13): 978-1-4438-1967.1  (paperback)

    This volume contains a selection of the papers, seminars and workshops presented in the First International Conference on English Language Teaching and Learning (ICELT1), held at the University of Santiago de Compostela, in September 2008, as well as a number of valuable original contributions by other specialists who were involved in the conference. It aims to represent the views of teachers, scholars, researchers, teacher trainers and curriculum developers from all over the world, from the USA and Japan to Europe. It is addressed to ELT teachers, researchers and professionals who want to reflect upon and develop their knowledge and practive of current issues in English language teaching and learning. Current problems in many of the areas of ELT are given different solutions depending on the context in which their respective contributors conduct their work. It is precisely this international perspective that makes this volume unique and illustrative of different realities with a similar objective in mind: the implementation and improvement of English language teaching. The various contributions have been organised in four main sections that correspond to the major focal topics of the conference: teacher training and development, classroom management and practice, new technologies and language teaching, and research on learner language.

    Table of contents
    Introduction
    Part I: Teacher training and development

    ‘If you can speak in time, you’re fine’: Preservice Teachers Learning to Plan for a Focus on Form in Content-Based Instruction
    Martha Bigelow

    Tools for analysing teacher-learner interaction and pedagogical decision-making in the EFL classroom: five classroom interactions
    Richard J. Hodson

    Identifying young learners’ learning styles in Greece
    Marina Mattheoudakis and Thomai Alexiou

    Period of practice abroad for Foreign Language (English) teacher students from the Faculty of Education (University of Granada).
    Students’ evaluation of the programme
    José Luís Ortega Martín and Elvira Rosales Escabías

    Part II: Classroom management and practice

    Developing a course in academic writing for Learners of English as a Second Language
    Mª Rosa Alonso Alonso

    Differentiated instruction in the English language classroom: A case for integrating personality factors
    Diane W. Gómez

    A Dynamic Approach to the Teaching of Language and Culture: Intercultural Communication in Action on the University Learning Platform
    Alison Nagel

    Taking CLIL-Science beyond merely language + science: a case study
    F. Gisella Parise and Y. L. Teresa Ting

    Part III: New technologies and language teaching

    Electronic language portfolios as a tool for autonomous learning: The LOLIPOP project
    Mario Cal Varela and Francisco Javier Fernández Polo

    New contexts and new challenges in the field of English for Academic Purposes: GRAPE. Online Activities
    Mercedes Querol-Julián and Mª Noelia Ruiz-Madrid

    Immersed in the digital age: podcasts as a tool for the development of listening comprehension in the foreign language classroom
    Ana María Ramos García and Beatriz Cortina Pérez

    Part IV: Research on learner language

    S-assimilation in English and Italian: implications for foreign language learning and teaching
    Nicole Bosisio

    Collaborative problem solving strategies in learner-learner and learner-native speaker interaction
    Ana Fernández Dobao

    Introducing the MORPHEUS (‘MORPHological corpus of the English of University Students’): Features, Aims, Results and Applications
    Paula López Rúa

    Is the usage of clausal complementation particular in learner oral language? A corpus-based comparison of complement clauses in EFL learner and native oral language
    Beatriz Tizón Couto

    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Notes
    Bibliography
    List of contributors
    Index
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    The Spanish Association for English and American Studies gratefully acknowledges the collaboration of the Instituto Franklin-UAH (Funding for the Margaret Fuller Research Grant).

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