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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.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers' centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s. In looking back to the impact that teachers' centres had on teachers in these very different social and political contexts, the paper examines whether, in spite of being adopted and adapted differently in the English and Spanish contexts, there was a fundamental essence of the teachers' centre model that could transcend both time and space. Thus, although essentially historical in method and focus, the paper will problematise just how far new forms of teacher professional development have lessons to learn from older, now largely overlooked forms, as found in the practice of the teachers' centres, with their focus on grassroots teacher autonomy and collaboration. The paper is in four parts: setting the scene and methodology; outlining the rise and fall of teachers' centres in England and Spain; identifying the core essence of the teachers' centre model; and finally exploring potential implications for current policy and practice.

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students' ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a "diffractive" analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a "piece" which demonstrates each assemblage's connection to the core question, followed by "ripples," which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research's contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers' own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

Service-Learning (SL) is a powerful methodology to acquire competences and values in Higher Education. However, there is still no widespread use in Information and Computer Science (ICS) degrees where most of the subjects are focused on the development of theoretical and practical contents purely related to technical competences. In this paper, we show the structure of a SL methodology to develop Bachelor's Thesis: 1) definition of proposals considering all the competencies of the Bachelor's Thesis subject and the needs of entities; 2) development of applications using agile methodologies, and 3) assessment of the SL experience from students, entities and professors. We present an experience developed in the 2019/2020 academic year with two entities devoted to disfavoured people. The results show both the high technical and professional quality of the projects and the high satisfaction of entities and students. We hope that the development of applications with the collaboration of non-profit entities allows the acquisition of both specific and transversal competencies on ICS degrees at the same time enhancing the development of useful professional ones.

This paper deals with the implementation of flipped learning as a didactic method and its use through the Moodle platform. For this purpose, a quantitative research was carried out with the intention of analyzing the perceptions of new teachers in the acquisition of digital competences that they acquire during their teaching and learning process. The sample is made up of three groups of students in the subject Didactics of Social Sciences in the third year of primary education. The results obtained show that active learning methodologies promote digital literacy in higher education and the improvement of good teaching practices. In this way, through this research, students updated their use of new educational platforms, given the lack of initial training in digital literacy. In short, we can conclude that flipped learning is a useful and innovative teaching method that combines face-to-face and online learning for the education and training of new teachers.

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.