págs. 9-19
How do bilingual children use their linguistic repertoire to communicate in English as an L3?
Amaia Fernández, Nagore Ipiña Larrañaga, María Pilar Sagasta Errasti
págs. 21-32
págs. 33-50
págs. 51-62
Interaction and integration in CLIL: A study on project-based cooperative learning
págs. 63-73
págs. 75-84
págs. 85-95
págs. 97-111
The police report as a genre in an ESP (English for Law Enforcement) curriculum
Gabriela Torregrosa Benavent, Sonsoles Sánchez-Reyes Peñamaría
págs. 113-121
Psycholinguistics and affective learning: The role of motivation in L2 acquisition
págs. 123-131
págs. 133-143
Social and cognitive factors in the perception of English forenames: Antonia or Antonella? Judy or Judith?
págs. 145-153
págs. 155-164
págs. 165-174
Promotional discourse at internationalised universities: A critical discourse analysis approach
págs. 175-187
págs. 189-200
Metaphor in political speeches: An analysis of George W. Bush and Barack Obama’s discourse
págs. 201-213
págs. 215-226
Building a Spanish lexicon for corpus analysis
Ricardo-María Jiménez-Yáñez, Hugo Sanjurjo González, Paul Rayson, Scott Songlin Piao
págs. 227-236
Internal constraints on the English middle construction: Verb semantics and process types
págs. 237-250
págs. 251-261
Poets as translators: Seamus Heaney, Robert Hass and mark strand on the art of translating poetry
págs. 263-271
págs. 273-282
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