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Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography. This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and 'hybrid' from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike. [ABSTRACT FROM AUTHOR]

We report on the development and validation of an instrument that measures students' perceptions of 'the quality and effectiveness of the learning support' (for mathematics) during their transition to university. This is achieved through quantitative analyses of students' survey data - including some predictive modelling with the measure - complemented with insights from interview data. The construct validation of the measure was performed using the Rasch Rating Scale Model (RSM). Results include fit and category statistics and the construct hierarchy which is presented with some extracts from interview data. The paper concludes with some educational implications and examples of how this measure can be used to give substantial practical results. [ABSTRACT FROM AUTHOR]

Academic writing in European higher education is a little explored field hidden behind fifty major language and fifty national educational systems of which it is part. The article aims at developing a perspective for studying the diversity of writing in Europe and finding a shared language for analyzing student writing. The article recaps baselines theories for the teaching of writing and reports on three important European writing traditions. The main part of the paper is devoted to three foundational conceptions for writing: The role of genres in understanding student writing, the function of writing practices for the organization of student writing and the meaning of writing competences for the teaching of writing. [ABSTRACT FROM AUTHOR]