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Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called "X") for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

Academic integrity is part of the process that explains the communication of information in an ethical manner. Although the prevalence of dishonest acts at university has been noted, it is an aim of the educational system to analyse what motivates them from an age prior to their incorporation into university studies. The aim of this work is to collect the visual-narrative representation of academic plagiarism made by secondary school and university students, as well as to analyse their perception of it and discover the keys that explain this malpractice. A participatory study was carried out, in which two high school students took on the role of co-researchers in training. Information is collected from 178 students from three schools in Spain and Portugal through participatory photography or Photovoice. It is analysed with Maxqda22 software in two stages: (1) deductive analysis of the narratives, identifying categories and thematic codes, in a participatory way with the trainee researchers; and (2) inductive analysis of images and metaphorical expressions. The results allow us to outline three representations of the action of copying: as a punishable act, as a picaresque act and as a quick and easy opportunity for the student. This classification reveals the issues that dominate the discourse of the participants, suggesting the effects and causes that aggravate the commission of plagiarism: the simplicity of the process and the possibility of not being detected.

Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

orInverse relations, or "trade-off effects," are a common outcome of interlanguage development: a learner may increase performance in one linguistic domain while simultaneously decreasing performance in another. In this study, we investigate the relationships between one aspect of fluency (pause usage) and two aspects of syntactic complexity (utterance length and subordination) in relation to the location of pauses (between-clause or within-clause) in second-language (L2) oral narratives. The longitudinal analysis is based on monologic data produced by 16 English-speaking L2 learners of Spanish who participated in a seven-week study-abroad program in Spain. Overall, the learners decreased their silent-pause rate over the course of the program while concurrently increasing their number of syntactically complex clauses. Notably, the data suggest a systematic trade-off between pausing and complexity: the learners consistently produced more pauses (i.e. decr/eased fluency performance) during the elocution of the most complex clauses involving clausal subordination (i.e. increased complexity performance) in comparison to utterances lacking such subordination. We contextualize the findings within models of oral production and discuss how this research generates new insight into the processing factors that modulate pause usage in L2 speeclh.

Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.

The climate crisis and the environmental emergency are a sign of uncertainty for the future of the planet. European and national educational directives establish the framework of action and the commitments that must be made by each agent to reach the new sustainable paradigm which is based on circularity. The school, as an institution of social transformation, faces a reproductive framework that feeds the consumer socio-economic structure, covering up the urgency of the problem. The aim is to identify the forces for change to improve the intervention mechanisms in the educational field in Spain aimed at fostering the involvement and the participation of young people. The qualitative methodology combines discourse analysis using Grounded Theory and prospective analysis using the scenario method. By means of a validated questionnaire, semi-structured interviews and focus groups are conducted with technicians and managers, trainers of trainers, teachers, and researchers (n=53). The discourse of the agents and legislation on education and sustainability are analysed to generate substantive theory. By means of the theorization obtained, drivers and constraints are identified, establishing a probability and impact matrix that allows for the visualization of three possible futures. It concludes with a set of recommendations to strengthen the desired scenario and to reduce the possibilities of the dystopian scenario.

This article presents findings from an empirical study in which we investigated Content and Language Integrated Learning (CLIL) students' linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016)--"Describe, Compare (Categorize), Report, Evaluate" and "Explore"--in two different contexts. The participants were primary school students (grade 6) participating in CLIL programs in Finland and Spain. To allow comparison, two sets of data were obtained by asking the students to write in response to a similar prompt in the area of social science (History in the Spanish context and Geography in the Finnish context). We compared the frequency of the Cognitive Discourse Functions (CDFs) produced, and the fluency and complexity of students' realizations of CDFs, using tools of Systemic Functional Linguistics. The results reveal similarities across contexts in the frequency and extension of some of the CDFs produced, and differences in terms of CDF complexity, measured in students' use of clause complexes, "Appraisal" resources and complex nominal groups to express different CDFs.

Disinformation has become a core concept in communications research, related to media, technological and political phenomena that complexify its definition and diagnosis. Although its approach has been mainly quantitative, focus groups have also been used to understand the perception of the audience of this particular issue. This research is part of this second group of studies, and attempts to investigate the notions and discourses on disinformation in the case of Spain. For this purpose, seven discussion groups were conducted, with a structural sample constructed according to employment situation, ideology and age. The results show a perception of the communicative ecosystem structured in two chronological poles, which contrasts a past of reduced information supply -- associated with traditional media -- with a current informational environment where there is more media diversity, but also less trust in them. The groups point to the overabundance of information and associated disinformation with decontextualisation, low-quality journalism and the economic and political interests of different actors. Discourses outline a scenario of decline in journalism and the public sphere, which is perceived as polarised and emotional. Disinformation is therefore perceived as a multidimensional phenomenon that is associated with issues of major democratic transcendence rather than merely sending hoaxes through the Internet.

Democracy is based on individuals' ability to give their opinions freely. To do this, they must have access to a multitude of reliable information sources (Dahl, 1998), and this greatly depends on the characteristics of their media environments. Today, one of the main issues individuals face is the significant amount of disinformation circulating through social networks. This study focuses on parliamentary disinformation. It examines how parliamentarians contribute to generating information disorder (Wardle & Derakhshan, 2017) in the digital public space. Through an exploratory content analysis--a descriptive content analysis of 2,307 messages posted on Twitter accounts of parliamentary spokespeople and representatives of the main list of each political party in the Spanish Lower House of Parliament--we explore disinformation rhetoric. The results allow us to conclude that, while the volume of messages shared by parliamentarians on issues susceptible to disinformation is relatively low (14% of tweets), both the themes of the tweets (COVID-19, sex-based violence, migrants or LGBTI), as well as their tone and argumentative and discursive lines, contribute to generating distrust through institutional criticism or their peers. The study deepens current knowledge of the disinformation generated by political elites, key agents of the construction of polarising narratives.

The doctoral defence is the oral examination of the doctoral thesis. While it is a major milestone for doctoral candidates, this event is often shrouded in mystery. In this article, I explore the doctoral defence from an international perspective. I have studied the format of the defence based on written testimonies as well as the literature on this topic. From this analysis, I distinguish four main elements of the defence format: (1) timing of the defence with respect to thesis publication, (2) number of steps in the defence, (3) public or private defence, and (4) the timeline of the defence itself. I then use these building blocks of the doctoral defence format to discuss differences and similarities between the formats, and finally to categorize defence formats used internationally by analysing the format of 26 countries, 24 of which use an oral defence format. The result is a deeper understanding of the defence format, which is valuable for candidates, committee members, supervisors, and administrators, and which can also serve the current discussions within the European Union on a standard format for the doctoral defence. Ultimately, understanding the defence format removes the mystery surrounding the defence.

Discussions on the educational potential of school football range from its social acceptance to the pedagogically desirable lessons that can be drawn from it. The aim is to understand the process of institutionalisation in school football and the main formative challenges it entails. An ethnographic multiple case study is presented. The sample consists of 101 schoolchildren of ages six and seven in the autonomous community of La Rioja, Spain. Participant observation, over the course of one academic year, is supplemented by images, interviews and digital social networks to incorporate 21 teachers, 10 coaches and families. The results reveal the construction of an allegorical field among children as they embark upon their path of institutionalisation, with the naivety of their spontaneous play giving way to a form of regulated execution. Institutionalised play exceeds children's developmental resources. The study promotes an effective adaptation of the game, as well as the prioritisation of pedagogical actions that are complementary to school.

The current expansion of hate speech in different areas of public life poses a challenge for educators committed to developing their praxis from an intercultural approach. In this sense, the social privileges enjoyed by part of the population are exploited through these discourses with political and economic objectives that are incompatible with collective justice. To delve deeper into this issue, a participatory research study was carried out among 52 adolescents and nine educators with the aim of identifying the scenarios, agents and strategies related to these discourses, as well as to create collective strategies to address this social problem. Over a period of 9 months, dialogic workshops were conducted to identify relevant issues that would facilitate a pedagogical approach to addressing hate speech. This article presents results that clarify the role of privilege in educational reflection and action in the face of hate speech. It concludes with some reflections, questions and possible guidelines to promote critical literacy in educational scenarios that help question hate speech when it is based on the defence of inequality through naturalised privileges.

The objective of this study is to analyze the degree of sexualization observed in TikTok videos and to compare it with the narratives of young people about the social network. A mixed-methods research design was used combining (1) a quantitative observational study based on measuring indicators of sexualization in 648 videos published by the 12 TikTokers most followed in Spain and (2) a qualitative study with 12 in-depth interviews to TikTok users (6 male, 6 female) between 8 and 17 years old from Spain. The video analysis reveal hypersexualized behaviors in 10/12 accounts, without statistically significant gender differences. Narratives about the social network showed ambivalent ideas, considering it a fundamental space for fun and socialization while being aware of numerous risks and threats. Sexualization is described with the expression "being loose" and is recognized as an intrinsic characteristic of the network. The discourses on hypersexualization are markedly gendered, recognizing sexualization almost exclusively in women. Some young people perceive self-sexualization as a form of self-empowerment, while when they describe it in other women, it is penalized and negatively valued as a form of objectification that favors bullying. They also warn about its impact on self-esteem and mental health, especially in terms of those bodies that do not fit into body hierarchies. The climate of the network facilitates criticism and insult, the dissociation between the real and virtual self, and that public exposure increases their vulnerability. It is urgent to advance digital affective-sexual education that addresses these problems.

English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, however, may be determined not only by the use of English as means of instruction but also by the discipline. In this study, we intend to analyse whether the questioning practices of university lecturers from different disciplines differ both in the number and the type of questions asked. Thirty-six lectures from history, engineering and economics at various Spanish universities were recorded and transcribed verbatim, to later on undertake the analysis of the questions made. The findings revealed that questions were not very frequent in class, and that there was no statistically significant difference between disciplines. As for the type of questions asked, confirmation check questions were by far the most common, followed by display, referential and self-answered questions in the three disciplines. Based on these results, some pedagogical implications are drawn with a view to fostering more interactive lectures.

Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are performing a collaborative writing task in three different languages, namely those of Catalan, Spanish, and English. The corpus consists of recordings from 30 university students' oral interactions while working in pairs to write three email request messages. In an attempt to provide a holistic and ecological account of learners' performance, pragmatic-related episodes were identified by considering Brown and Levinson's politeness features (1987) and Leech's (1983) approach to pragmatic competence. Results are in line with previous studies tackling multilingual learners of English and they provide us with interesting insights about the mechanisms that multilingual students activate when planning and performing pragmatic production tasks during collaborative work.

This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.

The division of educational systems into different tracks--academic and vocational--represents one of the key elements in explaining social stratification and inequalities. Previous research identifies teachers' expectations as a critical factor to understand the relationship between tracking and social inequality. This paper discusses how ability is represented in teachers' discourses and whether and to what extent it works as a legitimation of systemic forms of tracking. Using in-depth interviews with 35 secondary school tutors, we analyse how teachers draw on the concept of ability to explain students' unequal transitions from a lower comprehensive to an upper tracked education system in Barcelona (Spain). The results indicate three main elements: a highly naturalistic conception of students' abilities among teachers; a remarkably dichotomised conception of theoretical and practical abilities that match with the academic and vocational tracks; and a direct association between types of student and types of track based on different types of ability at a cognitive, behavioural and personal level. Overall, the analysis contributes to opening the 'black box' of the notion of ability as represented by teachers and to identifying what we call the 'mechanisms of misrecognition' which serve to naturalise, legitimise and reproduce a highly segmented post-16 school system.

Debates on the philosophical interpretations of quantum physics have motivated a renewed interest in how secondary and lower undergraduate students interpret quantum phenomena. In an attempt to contribute to this effort, this paper examines the dynamics of perspective in quantum physics in the context of teacher education. The goal of the study is to investigate how students (N = 36) from a Master's Degree in Secondary Education Teacher Training in Spain negotiate perspective as they participate in small-group discussions of quantum physics topics. This study focuses on the wave-particle duality, superposition of states, and the calculation of probabilities for two-state systems. The method of research is grounded in sociocultural discourse analysis and focuses on the properties of the utterance as outlined by Bakhtin. Analysis shows that the subjects of the study adopt multiple perspectives when representing the referents of quantum theory. We also find that students' perspective change is usually followed by a change in the referentially semantic content. Finally, it is suggested that some perspectives are more appropriate than others depending on the task at hand and the learning goals previously defined for instruction.

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers' answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance.

This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.

This article examines Andalusian teachers' ideologies towards migrant students' bilingualism and, the way teachers perceive the home language maintenance and its use in the school context. The data was collected through semi-structured interviews to two types of teachers--specialist language and regular teachers--in Andalusia (Spain). Findings revealed that were slight differences in the ideologies of these two types of teachers. In general, teachers' beliefs towards bilingualism were relatively positive. In rhetoric, language teachers demonstrated a greater appreciation for the bilingualism of the students and viewed it as a challenge. Conversely, the regular teachers had a less positive orientation towards bilingualism, associating it with problems. Furthermore, teachers advocate assimilationist language ideologies that consider--Spanish-only--as an indispensable tool for academic achievement. Our results also highlight that participants did not seem to be aware of the importance of students' home language-as-a right and its use as a democratic condition in a multilingual society such as Spain. The results show a need for professional development for all teachers to move away from monolingualism to advocating for multilingualism to better reflect the realities of the classrooms.

In the early twenty-first century Content and Language Integrated Learning (CLIL) emerged as a distinctively European pedagogy for raising additional language competence. Although CLIL scholarship has been abundant and has taken many different directions, there is a dearth of ethnographic research to shed light on the situated ambivalences of CLIL policymaking. This paper aims to fill the existing gap by analysing in detail the complex interlocking dilemmas faced by all stakeholders (including policy makers and parents) at a Catalan state secondary school (Spain) and the ways in which they were navigated. Through a focused analysis of actors' discourse, triangulated with long-term classroom observations and a variety of other ethnographic data, the study argues that, despite the school's praiseworthy efforts at capitalising its students through English, CLIL did not achieve its full potential. This is attributed to the absence of explicitly-set and graded linguistic goals. Such absence is said to be shaped by the intersection of the experimental nature of the policy and long-standing linguistic ideologies in Catalan education. The article warns about the consequences of such indeterminacy for the democratising agenda of CLIL.

The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention. [Translation from Spanish by Mary Black.]

Social networks have been investigated as an important factor to understand social and language innovations for decades. Most researchers focus on one-language-dominated societies when studying social networks' influence on language practice while studies on bilingual societies remain scarce. In this study, we examine how Chinese graduate students in Catalonia with L2 Spanish acquire Catalan in their social networks. In-depth interviews have been carried out individually with 23 participants and conversation recordings were collected. The data were processed using qualitative approach and conversation analysis. Participants' interactions with Catalan NSs can be categorised into 3 groups: active engagement (communicating mostly in Catalan), semi-active engagement (Spanish and Catalan translanguaging), and passive engagement (listening to others talking in Catalan without intervention). The Catalan NSs in their social networks help them with their Catalan learning in 3 aspects: 1) providing useful information; 2) giving instant feedback and corrections; 3) acting as authentic and idiomatic oral expression example. Participants are also aware of the drawbacks of learning a target language in a bilingual society, that the interactive opportunities may decrease due to the common use of Spanish and some NSs may speak a mixture of Spanish and Catalan, which has negative impacts on their Catalan acquisition.

Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if immigrants went back to their countries; and those who sent their children to a charter school prefer them to relate with people of the same culture. Considering this evidence, guidelines are formulated to encourage reflection and anti-xenophobic dialogue at home.

This study aims to compare how leading companies in Spain and in Spanish-speaking Latin America communicate corporate social responsibility or sustainability on their web pages. For this purpose, the pages of 68 companies were examined to establish the accessibility of such topics and to trace how their prominence and wording had evolved over time. The results show a trend toward greater uniformity in both Spain and Latin America, with corporate social responsibility/sustainability discourse gaining in prominence and "responsibility"-related terms being gradually replaced by those related to "sustainability." Various cases hint that changes in terminology may be unrelated to any clear distinction between both terms.

Background/Context: Many studies have systematized the wide range of youth civic engagement mechanisms identified to date; however, how young people deal with a complex flux of sociocultural and personal variables which condition their scope of engagement has received less attention. Purpose/Objective/Research Question/Focus of Study: This article analyzes youths' appraisal of social issues and how this assessment influences the ways in which they engage with those issues. It also examines the elements of their inner worlds and their cultural settings that they consider deciding whether to get involved in one way or another. Research Design: A narrative discourse analysis is completed on two hundred Mexican and Spanish adolescents' explanations of an advertisement that sparked discussion on issues of undocumented immigration, discrimination, and past territorial disputes between the U.S.A. and Mexico. Youth civic engagement is categorized through 'ways of engagement,' a category that comprises the assessment of social issues performed by adolescents based on four constructs: civic knowledge, morals, discourse, and positioning. The analysis shows that four 'ways of engagement' are common to all the participants: pragmatic, complacent, critical-cynical, and empathetic. Findings/Results: The findings show how the participants assess the advertisement's possible intentions, positioning, and moral implications; at the same time, they explain the potential solutions they see possible while taking their own stands toward the advertisement. This type of personal appraisal makes them decide in what way they engage with this issue. Conclusions: Finally, reflections on the possible implications of the four 'ways of engagement' for citizenship education are presented.

England switched to an opt-out system of consent in 2020 aiming to increase the number of organs available. Spain also operates an opt-out system yet has almost twice the organ donations per million population compared with England. We aimed to identify both differences and similarities in the consent policies, documents and procedures in deceased donation between the two countries using comparative qualitative content and discourse analysis. Spain had simpler, locally tailored documents, the time taken for families to review and process information may be shorter, there were more pathways leading to organ donation in Spain, and more robust legal protections for the decisions individuals made in life. The language in the Spanish documents was one of support and reassurance. Documents in England by comparison appeared confusing, since additions were designed to protect the NHS against risk and made to previous document versions to reflect the law change rather than being entirely recast. If England's ambition is to achieve consent rates similar to Spain this analysis has highlighted opportunities that could strengthen the English system-by giving individuals' decisions recorded on the organ donor register legal weight, alongside unifying and simplifying consent policies and procedures to support families and healthcare professionals. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic has been a turning point in terms of communication and economics within the borders of the EU. Hence, the economic response to the consequences of the pandemic has been different from previous crises. Both factors influence the media's representation of the European project, and the construction of this image is particularly relevant to generating a favourable public opinion towards the European project. This research aims to determine how the Spanish media represent the Next Generation recovery funds and to determine the main discourses around this issue. We analysed news items disseminated by a sample of six leading Spanish news media through qualitative and quantitative methods by applying content and critical discourse analysis. The selection collects data via Twitter from July 2021 to March 2022. We found that media discourse reflects a pro-European sentiment, departing from previous Eurosceptic views. Next Generation funds have positively influenced Spanish perception of the EU and shifted the narrative towards Europeanisation. The EU's support for Spanish funds management advances European integration, but concerns about transparency and control remain. The findings show how the Spanish media present a pro-European view, placing the economic response as a window of opportunity for profound political, societal, and economic structural changes in Spain. [ABSTRACT FROM AUTHOR]

There has been growing concern about the increase in gender-based violence (GBV) among young people. The aim of this study was to explore the grey zones in GBV alongside gender (masculinities and femininities) discourses in young adults. We used the concept of a "grey zone" as an analytical tool to identify possible contradictory discursive positions where the notions of victims and perpetrators of GBV converge and become ambiguous. We performed a qualitative study based on 20 semi-structured interviews and 4 focus groups (October 2019 to February 2020) in Spain with a sample of 49 cisgender women and men, aged between 18 and 24, some involved in feminist activism and some not. We conducted a sociological analysis of the discourse system. Study findings show how culturally constructed gender norms intervene in the ways in which young people understand and deal with GBV. When asked general questions about GBV, this concept was problematized along with gender assumptions and two discursive positions were identified: the discourse of "men as authors of GBV" and the discourse of "GBV as an individual genderless issue." When vignettes of everyday GBV situations were shown, grey zones became visible when discussing subtle forms of GBV influenced by the myths of romantic love, victim-blaming around sexual violence, digital GBV and bystander men intervention on GBV. In those grey zones, discourses on GBV were articulated around unequal notions of gender that, in turn, served as its justification, reproduction, and normalization. The grey zones identified represent contexts of oppression that illustrate how GBV is systematically reproduced, as well as the ways in which young people can be involved in it, perpetuating power and health inequalities. Our findings provide information as a guide to design GBV interventions and prevention actions that incorporate a focus on gender configurations. [ABSTRACT FROM AUTHOR]

In the field of violence against women (VAW) prevention, one of the current questions at stake is how to address men’s role and masculinities, but it is still an emerging field in Spain. The aim of this study was to analyze the up-to-date discourses on masculinity among stakeholders in the field of VAW prevention and gender equity in Spain. We used a qualitative methodology with semi-structured interviews, conducted between October 2019 and February 2020 in Madrid and Alicante (Spain), with 23 key stakeholders from different areas: in governmental (public health and VAW prevention/intervention, and institutional and policy positioning) and nongovernmental organizations (anti-violence masculinities workers, youth education workers, and feminist and LGBT associations). A discourse analysis was performed with the data collected. Our findings showed that discourses around masculinities among Spanish stakeholders in VAW prevention and gender equity were diverse and presented different layers of critique. Despite a general agreement on the importance of transforming sexist men’s practices toward more gender equitable relations, three main interpretive repertoires were identified: “Constructing positive/new masculinities” discourse, focused on promoting men’s engagement and egalitarian practices; “Deconstructing hegemonic masculinity” discourse, intended to critically identify and question harmful masculinities norms; and “Abolishing gender” discourse, which aims at dismantling masculinity, and gender in general, as a social structure that generates oppression in itself, advocating for its abolition. Those interpretive repertoires were not mutually exclusive and sometimes stakeholders incorporate in their work more than one approach. The study findings shed light on this current emerging and urgent debate and contributes more broadly to the critical assessment of the concepts used and their implications for VAW prevention. [ABSTRACT FROM AUTHOR]

• Spain's organ procurement organization produces national identity discourses. • Its messages highlight Spain's national unity and international legitimacy. • This points at situated nation-building in nations with conflictive histories. • These nations may rely more on unusual sources of national identity. • Reputed actors leap to new discursive fields and may carry built-in interpretations. Spain is the global leader in organ donation and transplantation since 1992, an achievement that has become a source of national pride, in a country where national symbols are heavily contested. In this article I demonstrate that Spain's organ procurement organization is an active producer of national identity discourses oriented to increasing the legitimacy of the Spanish national project and generating affective adherence to the state institutions. Through a qualitative analysis of 43 press releases, 27 media interviews, 3200 tweets, and 35 YouTube videos, I show that the organization reproduces Spain as a frame of reference, redefines the bonds and boundaries of the national community by linking them to the circulation of organs, and attributes positive moral values to Spain's citizenry. It highlights Spain's internal unity, presenting organ procurement as a national enterprise that binds together different social actors and territories in a common project. It also leverages Spain's success in this area to depict the country as a global exemplar comparable to its neighbors in Western and Northern Europe. My study contributes to a better understanding of contemporary Spanish national identity discourses and raises theoretical questions about the role of alternative sources of national identity in countries with histories of conflict around national narratives and symbols. [ABSTRACT FROM AUTHOR]