Artículos en inglés

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• Writing with “Academic Style”: theoretical considerations and preliminary findings on the new frontiers of EAP

  Roxanne Barbara Doerr

  78-94

• Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduates students in Nigeria

  Tolulope Akinseye

  44-61

• From learner corpus to data-driven learning (DDL) in EAP writing. Improving lexical usage in academic writing

  Sharon Hartle

  9-31

• Review: Friedrich, Patricia (Ed.) (2023).The anti-racism linguist, a book of readings. Multilingual Matters.

  Emilia Gracia

  63-68

• A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)

  Inés Vañ´´o García

  21-38

• Weaving game and task into content-language integration: Proposing a game-mediated dual learning model

  Yuchan (Blanche) Gao

  1-20

• The effect of multilingual pedagogies on language aptitude: A study on lower secondary school students based on the LLAMA test

  Valentina Carbonara

  1-16

• Review: Collins, Luke C. (2019). Corpus linguistics for online communication: A guide for research. Routledge.

  Yuhua Fang, Rundong Zhao

  51-54

• English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts

  Silvia Sperti

  17-39

• Teaching Italian as a second language through digital storytelling: Students’ perceptions towards izi.TRAVEL

  Camilla Spaliviero

  91-121

• Review: Trubnikova, Victoriya, & Garofolin, Benedetta. (2020). Lingua e interazione. Insegnare la pragmatica a scuola [Language and interaction. Teaching pragmatics at school]. Edizioni ETS.

  Sara Gesuato

  140-144

• Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students

  Gabriela C. Zapata, María Irene Moyna, Michael Miller

  122-139

• Medical communication and advocacy through eye-tracking AAC: Implications for applied linguistics

  Usree Bhattacharya, Wisnu A. Pradana, Xing Wei, Daniel Tarquinio, Olivia Datta, Kaleigh Anderson, Nicole Cruz-Díaz

  71-90

• Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish

  Margaryta Bondarenko, Brianna Butera, Rajiv Rao

  28-51

• Investigating the performance of emailed apologies by Australian learners of Italian

  Talia Walker

  1–27

• Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning

  Ilaria Borro, Silvia Scolaro

  53-69

• Clarification and repair in emergency remote EFL classes

  Antonella Giacosa

  161–184

• Review: Trentin, G. (2020). Didattica con e nella rete. Dall’emergenza all’uso ordinario. Franco Angeli.

  Valentina Ornaghi

  215-219

• The switch to remote instruction in Spanish heritage language courses: Why social presence matters

  Angélica Amezcua, Anel Brandl, Evelyn Durán Urrea, Estrella Rodríguez

  185-214

• Distance learning and the development of speaking skills: Challenges and opportunities

  Alessandra Fazio, Claudia Cremasco

  70-86

• Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration

  Francesca La Russa, Elena Nuzzo

  87–104

• Review: Kagan, Olga, Carreira, Maria M., & Hitchins Chik, Claire (Eds.). (2017). The Routledge handbook of heritage language education: From innovation to program building. Taylor & Francis.

  Simay Birce Er

  87-92

• Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning

  Emilia Petrocelli

  20-52

• Lipstick on pigs: Critical discourse and image analysis of non-humans in U.S. children’s ESL textbooks

  Amy Burden

  53-75

• Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanetee (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters.

  Irene Soriano Flórez

  82-86