The aim of this article is to explore how the teaching of English as a foreign language is planned in three plurilingual state schools in Catalonia. We carried out classroom observations (first and second grade of primary education) and interviewed the English teachers who teach these lessons and the headmasters of the three schools. The use of…

In primary-level German writing instruction, spelling discussions (German: "Rechtschreibgespräche") have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this…

Content and language integrated learning has become a common practice in European higher education. In this paper, I aim to describe how this integrated teaching practice comes as a result of a paradigmatic and pedagogical evolution. For this purpose, the main linguistic paradigms will be revisited diachronically, followed by a revision of the…

Using a reactive approach to focus-on-form, this study explored the types of feedback and strategies that L2 learners used to draw attention to linguistic problems in a Spanish-American telecollaborative exchange. Data from the readily available transcripts of online postings were utilised and analysed to report the findings. The results showed…

This study describes the grammar-related behaviours of three experienced non-native teachers of English working in state secondary schools in Catalonia and investigates what beliefs may explain, from the teachers' point of view, these behaviours; it also examines what factors in their turn determine these beliefs. The results uncover three…

Explores the role of language awareness in the teaching and learning of languages within the framework of educational reform in Spain. Three different types of discourse are compared: the official curriculum, teachers' views obtained in interviews, and teachers' classroom practices. (Author/VWL)