Obra que proporciona pautas comunes para unificar objetivos, contenidos y criterios de evaluación en los centros participantes.

El presente libro es un homenaje a la figura y a la vida académica de Enrique Alcaraz Varó y, muy especialmente, a su dedicación durante más de treinta años como docente e investigador de la Universidad de Alicante. Fue catedrático de Filología Inglesa y publicó innumerables trabajos de gran impacto, impartiendo sus enseñanzas por todo el mundo. El volumen está organizado en cuatro grandes bloques en los que puede sistematizarse el análisis y la investigación del profesor Alcaraz: la enseñanza y adquisición de lenguas; la literatura, cultura y crítica; la lingüística; y la traducción e interpretación. Toda su obra gira en torno a los valores más amplios de la lengua y sus relaciones con la sociedad, es decir, se centra en la interdisciplinariedad entre la lengua y cualquier hecho o fenómeno de la vida.

Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. Although articles on the success of the ELP project have appeared in some academic journals, Perspectives from the European Language Portfolio is the first book to report on and contextualise the project’s innovative techniques for a wider educational research audience. During the last ten years the ELP has increasingly become a reference tool for language learning and teaching in primary, secondary and tertiary educational settings all around Europe. The editors of this volume believe that there is a need to reflect on the significant contribution that the ELP has delivered for language learning and teaching, and to critically evaluate its achievements. This volume offers a range of investigations from theoretical studies to practical cases around these issues, and includes: relevant contributions of the ELP to language pedagogy; assessing the impact of the ELP on pedagogical research and practice; exploring and defining pathways for future developments; Reflective learning. This book is intended for a readership of language teachers and researchers across Europe. It will be of particular relevance to those engaged in language learning and teaching within the Common European Framework of Reference, supporting independent learning and developing a language curriculum, whether in school, adult, further or higher education.

Obra que proporciona pautas comunes para unificar objetivos, contenidos y criterios de evaluación en los centros participantes.

This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book (“CLIL in action: Practical considerations”) provides a window into how CLIL implementation is unravelling at the grassroots level vis-á-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (“The effects of CLIL on language learning: Research-based evidence”) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (“Preparing teachers for CLIL: Practical proposals”), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms “evidence-based practice” in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands – implementation, research, and training – dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.

Desde 1996, los programas de enseñanza bilingüe con lenguas extranjeras están presentes en el panorama educativo español. En los últimos cinco años se ha producido una notable expansión de estos proyectos. Como toda novedad, esta situación platea nuevos retos al profesorado y los centros: ¿Cómo plantear la transmisión de conocimientos en otras lenguas? ¿Cómo conseguir mantener los niveles de rendimiento con el aumento del esfuerzo requerido por parte del alumnado y profesorado? ¿Cómo encontrar materiales didácticos apropiados? ¿Cómo hacer frente a las necesidades lingüísticas y de contenido en cada área? ¿Cómo evaluar los contenidos a través de una segunda lengua? Esta publicación surge con la intención de ofrecer respuestas prácticas a estos cuestionamientos del profesorado. Se presentan propuestas generales de trabajo en el aula, propuestas más específicas de trabajo en distintas áreas curriculares, propuestas de evaluación y vías de trabajo para alumnado con dificultades de aprendizaje de naturaleza lingüística.

The need for constructing a lexicographical theory with a particular focus on specialised dictionaries for learners is well documented in recent publications. This will imply paying attention to, at least, four basic lexicographic categories: learners; the learner's situation; the learner's needs; dictionary assistance. In one or other way, these categories are analysed in this book, whose eleven chapters are grouped into three parts. Part 1 reflects on some of the main ideas defended by the function theory of lexicography, perhaps the theoretical framework that has paid more attention to specialised lexicography. Part 2 presents some proposals that have already being explored in the field of general learner's dictionary and must be incorporated into specialised metalexicography: cultural aspects; figurative meaning; the inclusion of grammatical information; the use of corpora. Part 3 introduces the state of play regarding specialised dictionaries in China and offers some ideas for coping with the proliferation of terminological glossaries in Internet. The book also describes Enrique Alcaraz's academic achievements, together with some personal anecdotes, and a personal short tribute to his memory.