Bellaterra Journal of Teaching & Learning Language & Literature <p><strong><em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature</em></strong> is an online peer-reviewed, multilingual academic journal with a focus on language and literature teaching methods. We publish outstanding research in these areas, written by graduate students or post-doctoral students (within five years of PhD completion), as well as invited contributions by internationally known scholars.</p> Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials en-US Bellaterra Journal of Teaching & Learning Language & Literature 2013-6196 <p>By submitting a manuscripts, the author confirms that they are sole authors of the work, that it is original work and that the text does not contain any illegal content or anything that infringes author or other's rights. <strong>All authors are required to sign a copyright form before their article will be published, indicating that they have followed the ethics statement.</strong> Copyright clearance for reproduction of any figures, diagrams or charts from published works is sole responsibility of the author.</p><strong></strong> Editor's note <p>We present a new issue of BJTLLL. In this volume, invited authors Júlia Llompart and Luci Nussbaum present their article, “Explorar la interacció per entendre les polítiques lingüístiques practicades a l’aula”. The issue also includes a contribution by Fernando Claver Gasco and Yolanda Deocano Ruiz, “La primera década del plan Portugal como herramienta de inclusión educativa en La Raya extremeña”. Ana Manzano-León, José M. Rodríguez-Ferrer and Rocío Collado-Soler then present “Juego y procesos lectores del alumnado de secundaria de zonas de necesidad de transformación social” and Alaitz Santos writes on “Percepciones sobre la ansiedad comunicativa hacia el inglés en la Comunidad Autónoma Vasca”. Finally, the issue includes a review by Amir Ghorbanpour of <em>English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions </em>(ed. Ewa Domagała-Zyśk, Nuzha Moritz, and Anna Podlewska)<em>.</em></p> Emilee Moore Copyright (c) 2023 Emilee Moore 2023-03-27 2023-03-27 16 1 e1233 e1233 10.5565/rev/jtl3.1233 The first decade of the Portugal plan as a tool for educational inclusion in Raya extremeña <p>The Portugal Plan is one of the most innovative elements of the Extremadura curriculum, making the autonomous community of Extremadura a pioneer in this area by betting on Portuguese as a second foreign language. It facilitates the learning of customs, and traditions of portuguese culture and favours that citizens of Extremadura know another language, in addition to social and educational inclusion and the diversity of languages, cultures, customs, and beliefs (Matesanz, 2013). This article shows how Plan Portugal has become a tool for educational inclusion in the municipalities of La Raya Extremadura after a decade since its implementation, and the impact of learning portuguese on the acquisition of plurilingual competences. This is achieved with an initial bibliographic review and analysis, after which a questionnaire was designed for portuguese teachers participating in Plan Portugal.</p> Fernando Claver-Gasco Yolanda Deocano-Ruiz Copyright (c) 2023 Fernando Claver-Gasco, Yolanda Deocano-Ruiz 2023-03-27 2023-03-27 16 1 e1047 e1047 10.5565/rev/jtl3.1047 Play and reading process of secondary students in areas of need for social transformation <p>Students belonging to areas of need for social transformation tend to have less academic motivation and develop low expectations regarding their abilities. This research exposes the didactic use of board games through a program that works on lexical, semantic, and syntactic processes. A quantitative pretest-posttest design was carried out where the effectiveness of the program was evaluated with the PROLEC-SE battery. Twenty-seven students from a Spanish center located in areas in need of social transformation participated. The results show that the group benefited from the program, observing statistically significant differences in word and pseudoword reading, word and pseudoword and text speed, image-sentence pairing, punctuation marks, and reading comprehension. It is concluded that game-based learning can be a positive reinforcement for the development of reading processes in students in areas of need for social transformation.</p> Ana Manzano-León José M. Rodríguez-Ferrer Rocío Collado-Soler Copyright (c) 2023 Ana Manzano-León, José M. Rodríguez-Ferrer, Rocío Collado-Soler 2023-03-27 2023-03-27 16 1 e1099 e1099 10.5565/rev/jtl3.1099 Perceptions of communicative anxiety towards English in the Basque Autonomous Community <p>This article reports a study on the perceptions that the inhabitants of the Basque Autonomous Community (CAV) have towards English. The article aims to analyze the communicative anxiety of young adult population of the CAV towards L3, English. In addition, some of the variables related to communicative anxiety are analyzed. The study includes 27 participants. Mainly qualitative cutting instruments were used for data collection. The results indicate that participants experience communicative anxiety towards English, mostly caused by 5 factors.</p> Alaitz Santos Copyright (c) 2023 Alaitz Santos 2023-03-27 2023-03-27 16 1 e1131 e1131 10.5565/rev/jtl3.1131 Book Review. English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions Amir Ghorbanpour Copyright (c) 2023 Amir Ghorbanpour 2023-03-27 2023-03-27 16 1 e1222 e1222 10.5565/rev/jtl3.1222 Exploring interaction to understand language policies practiced in the classroom <p>What happens in classrooms in Catalonia when students and teachers come together to build knowledge, learn languages ​​and at the same time establish social and emotional relationships? In this text we offer some sociolinguistic and didactic tools to guide the observation of what Spolsky calls language policy as practices at school (practiced language policies, in Bonacina-Pugh’s terms). Exploring this dimension and particularly the dynamics between the language(s) of instruction and the language(s) of interaction seems crucial for training future or in-service teachers and for the stakeholders engaged in language education (school management teams, educational inspection, teacher trainers). Ethnography and conversation analysis are, from our point of view, adequate tools for the task of analyzing classroom interactions in multilingual contexts.</p> Julia Llompart-Esbert Luci Nussbaum Copyright (c) 2023 Julia Llompart-Esbert, Luci Nussbaum 2023-03-27 2023-03-27 16 1 e1196 e1196 10.5565/rev/jtl3.1196