No. 41 (2018)

View No. 41 (2018)
Published: 2018-10-30

Special Issues

Research and studies

  • A literacy approach to language teaching: a proposal for FL teaching in CLIL contexts

    Ana Halbach
    205-223
    DOI: https://doi.org/10.58265/pulso.5173

  • Language assistants' views on the training provided by bilingual programs in Madrid

    Lyndsay R. Buckingham
    225-250
    DOI: https://doi.org/10.58265/pulso.5174

  • Theoretical and procedural implications of flipped classroom

    Ender Andrade, Edixon Chacón
    251-267
    DOI: https://doi.org/10.58265/pulso.5175

  • Preschool and primary education principals in the community of Asturias: Perception o their training, tasks and professional skills

    María González Álvarez
    269-285
    DOI: https://doi.org/10.58265/pulso.5176

  • Education in artistic and humanitarian terms: analysis of three innovators projects

    Estefanía Fernández Antón
    287-305
    DOI: https://doi.org/10.58265/pulso.5185

Educational experiences

  • Who are we and who do we want to be? Portrait as an educational resource in early childhood education

    Amaia Arriaga Azkarate, Oihan Urra Zuazu
    309-333
    DOI: https://doi.org/10.58265/pulso.5179

Reviews

  • The Fury of Images

    Estibaliz Aberasturi-Apraiz
    337-340
    DOI: https://doi.org/10.58265/pulso.5180

  • Focusing on the "I" in CLIL. A review of Nikula, T., Dafouz, E., Moore, P. & Smit, U. (eds.) (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol (UK): Multilingual Matters.

    Hanne Roothooft
    341-344
    DOI: https://doi.org/10.58265/pulso.5182

  • Transeducate. Art, Teaching And LGBT Rights

    Rafael M. Mérida Jiménez
    345-347
    DOI: https://doi.org/10.58265/pulso.5183

  • Liquid Generation: Transformations in the 3.0 Era

    Vanesa Gallego-Lema
    349-351
    DOI: https://doi.org/10.58265/pulso.5184