Volume 13, Number 2, March 2022. Special Issue: Papers from the AILA 2021 Symposium
Edited by Kerstin Dofs and Diego Mideros
Articles
- Complexity in Advising for Language Learning: From Theory to Practice by Maria Giovanna Tassinari (182–199)[Full text] [PDF]
- Concealing Identity Strategy: An Autonomous Chinese-Speaking Sojourner’s Linguistic and Social Involvements in a Religious Social Setting in The UK by Xinyang Lu, Vanessa Mar-Molinero, and Vicky Wright (224–247) [Full text] [PDF]
- Teacher Roles in Promoting Out-of-Class Learning: Lessons From a Spanish for Specific Purposes Course by Diego Mideros (248–261)[Full text] [PDF]
- Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy by Manuel Jiménez Raya and Borja Manzano Vázquez (262–285) [Full text] [PDF]
- Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study by Larissa Borges and Eduardo Castro (286–304) [Full text] [PDF]
Summaries and Reviews
- Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco, reviewed by Kerstin Dofs. (307–308) [Full text] [PDF]
- AILA ReNLA Newsletter: AILA Congress in Groningen 2021 [PDF]
Cover image: Rijksuniversiteit Groningen (Wutsje / Wikimedia Commons / CC BY-SA 3.0)
The cover photo has been modified to fit the size of the SiSAL Journal cover design. The image: "File:20090529 Academiegebouw Groningen NL.jpg" by Wutsje" is licensed under Wikimedia Commons / CC BY-SA 3.0. Original version: https://commons.wikimedia.org/w/index.php?curid=17987351 To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/3.0/?ref=openverse.
SiSAL Journal 