SUMARIO

Spceial Issue

• Jorge Braga Riera and Carmen Maíz Arévalo. CLIL and translation in tertiary education, p. 30
• Petra Daryai-Hansen, Sonja Barford and Sussanne Hvedtfeldt. Úberwindbare Barrieren. Berufsorientierter Fremdsprachenunterricht in der Fehmarnbeltregion, p. 61
• Miquel Àngel Fuentes. What do students talk about? The relevance of content-focused and non-content-focused talk types within peer-interaction CLIL tasks, p. 81
• María Soledad Hoyos Pérez. La enseñanza integrada de lenguas y contenidos en formación profesional, p. 110
• Adrijana Krebs and Itziar Simó Arroyo. Aproximación teórica y práctica a un curso de EFE de farmacia, p. 147
• Myriam Maldonado Juárez. Teaching and learning science in context, p. 184
• Laura Martínez Escudero. Discussing content and language integrated learning in domain name dispute resolution, p. 210
• Joan Masnoyu Suriñach and Sarah Khan. Junior university: a rite of passage, p. 229
• Nashwa Nashaat Sobhy, César Berzosa and Fiona M. Crean. From ESP to CLIL using the schema theory, p. 252

Article

• Eugenio Cianflone. Framing research in food science: the state of the art on research articles, short communications and poster presentations, p. 270
• Elena Domínguez Romero. Spanish vs English mediated lectures: a contrastive approach to the use of evidential markers, p. 288
• Renia Lópa-Ozieblo. Reflections on the use of nonverbal communication in teaching Spanish to sino-speakers, p. 310
• Pedro Martín-Martín. The teaching of academic writing to English as second language students: a functional genre-based approach, p. 330
• Carmen Piqué-Noguera. English-written abstracts for Spanish publications: a challenge in the globalization of science, p. 353
• Anna Franca Plastina. Multimodality in english for specific purposes: reconceptualizing meaning-making practices, p. 373
• Françoise Salager-Meyer and María ángeles Alcaraz-Ariza. Medical case reports and titleology: a diachronic perspective (1840-2009), p. 398
• Grisel S. Salmaso. Instancias narrativas en entrevistas de admisión: núcleo y estructura retórica de Acciones Verbales, p. 415

Reviews

• María Luis carrió-Pastor (ed.). Content and language integrated learning: cultural diversity. By Ivalla Ortega Barrera, p. 444
• Inmaculada Fortanet-Gómez. CLIL in higher education. Towards a multilingual language policy. By Ruth Breeze, p. 452
• Paul Gruba and Don Hinkelman. Bleding tecnoligies in second language classrooms. By Margarita Vinagre, p. 458
• Ana Llinares, Tom Morton and Rachel Whitaker. The roles of language in CLIL. A useful guide for practitioners of content and language integrated learning. By Mandy L. Deal, p. 461