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This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

This paper reports a mixed-method study on the factors shaping language learning through didactic audiovisual translation. The aim is to analyse the determinants influencing the effective implementation of an integrative project, revealing the strengths and weaknesses of the learning process. Data from 172 students were gathered through initial and final questionnaires, which offered insights into their perceptions of didactic audiovisual translation. The results demonstrate a noticeable shift in learners' attitudes towards audiovisual translation as a language learning tool during the tasks. This transformation led to the recognition of potential benefits, not only in conventional modes like subtitling and dubbing but also in less recognised modes such as audio-description and subtitling for the deaf and hard of hearing.

This paper aims to extend our understanding of the factors underlying teacher wellbeing and the stress-coping mechanisms that professionals from the field use in their daily lives. The study focuses on the point of view of EFL teachers working in Andalusia, the southern region of Spain. Through semi-structured interviews and using Bronfenbrenner's ecological theory for the content analysis of data, the project identifies the primary sources of distress and growth that participants link to their profession. Key among them are emotional competence, the school environment, legislation, and boundaries. The study also pinpoints the main stress-coping strategies participants were already implementing in their lives to fight against feelings of burnout. Especially relevant is the practice of hobbies, professional training, and establishing boundaries.

This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master's degree in bilingual education (Spanish-English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.

Films and series are usually consumed in leisure moments, but they can be included in the English as a foreign language classroom as they offer real-life language in context, which can help develop learners' communicative competence. This paper examines how audiovisual materials can promote English acquisition in secondary education and proposes a corpus of films and series for this purpose. Two surveys will be presented, one for compiling fragments, and the other regarding students' viewing habits. The fragment selection process will be explained, and some illustrations of the fragments' exploitation will be described. This medium's language learning benefits will be discussed, and it will be argued that using this corpus can have a positive influence on students' communicative competence development.

Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to advancing the discipline and to refining English teaching practices. As such, this literature review systematically situates English-as-a-medium-of-instruction literature related to higher education within the Iberian-American school contexts where Spanish was the students' first language. Thus, the paper asserts that while research that addresses methodological approaches, processes, procedures, and their effects in instruction is significant, there is still a pressing need for framing English-as-a-medium-of-instruction research within the reciprocal relationship existing among communication, classroom culture, social values, the classroom climate for learning, and ultimately, the students' learning.

This paper investigates an aspect of study abroad programs that has rarely been studied before: the training needs of local education professionals in Spain. Through a mixed-method, using a questionnaire completed by 103 participants, and interviews with 15 of them, we focus on their previous formal specific training and their perspective on the group of students they work with. Results show that most of them have rarely been trained on how to work as cultural facilitators for students from the us. This fact often creates a cultural gap and prevents the teachers from fulfilling their role as cultural bridges for students. Specific action needs to be taken in order to solve this lack of preparation in this group of professionals.

The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exam. This paper describes a study regarding the fairly new APTIS Test (British Council). Thirty-one students took the test and responded to a structured online questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it.

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 main pedagogical trends in teaching English as a second language. This theoretical overview culminates in a predominantly constructivist practice that is more pragmatic and contextualized than ever before. From a language teacher's standpoint and in language university classrooms, content and language integrated learning comes to solve the forever present decontextualization.