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This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. Following a prologue written by Amparo Tusón Valls and an introduction entitled "Qualitative approaches to research on plurilingual education" by Melinda Dooly and Emilee Moore, this book is divided into two sections. Section I, contains the following chapters: (1) Doing research with teachers (Luci Nussbaum); (2) Investigating one's own teaching practices using action research (Xavier Pascual); (3) Producing knowledge about plurilingualism with young students: A challenge for collaborative ethnography (Virginia Unamuno and Adriana Patiño); (4) An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona (Víctor Corona); (5) A Mediated Discourse Analysis (MDA) approach to multimodal data (Melinda Dooly); (6) Educational ethnography in blended learning environments (Victoria Antoniadou and Melinda Dooly); and (7) Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (Dolors Masats). Section II presents the following chapters: (8) Research ethics (Melinda Dooly, Emilee Moore, and Claudia Vallejo); (9) Instruments for gathering data (Laia Canals); (10) Collecting, transcribing, analyzing and presenting plurilingual interactional data (Emilee Moore and Júlia Llompart); (11) Collecting, organizing and analyzing multimodal data sets: The contributions of CAQDAS (Victoria Antoniadou); and (12) How to write a research paper (Eulàlia Borràs). An epilogue (Artur Noguerol) is and an author index are also provided. Individual papers provide references. [Individual papers in this volume are presented in English and in either Spanish or Catalan.This project has been financed by the Research Group on Plurilingual Interaction and Teaching (GREIP, 2014 SGR 595), of which the editors and authors are all members. ]