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> Didactic integration of video-reviews in a literary project to analyse and recommend Ecuadorian literature <p>This article analyzes the literary and audiovisual learning developed by high school students, as well as their perceptions about the application of a Didactic Sequence (DS) implemented in a private educational institution in Loja (Ecuador), which was oriented to the analysis and critical evaluation of Ecuadorian literature texts through video-reviews, using a collaborative research modality. In addition to the implementation of the SD, two focus groups were conducted with students before and after the development of the project to document their point of view on the use of video-reviews as a didactic resource to generate literary learning. The students' discourses evidenced the development of inferential and critical interpretation skills of the readings, showing a reflective position on what was read and externalizing a competent handling of the digital vernacular discourse of the video review.</p> Lenin Paladines Paredes Copyright (c) 2023 Lenin Paladines Paredes 2023-06-29 2023-06-29 16 2 e1150 e1150 10.5565/rev/jtl3.1150 Phraseological equivalence in ELE: the case of idiomatic verbal locutions in Spanish and Russian <p>In the framework of the teaching of Spanish as a foreign language (SFL), there is still a relative lack of an integrative methodology that not only mentions the importance of knowing the phraseological units in the classroom, but that also considers their idiomatic meaning for a better understanding by the students. Likewise, the aim of this paper focuses on the importance of integrative didactic materials within the framework of phraseology in general and idiomatic verbal locutions, from initial levels, to improve the phraseodidactic process in the SFL classroom. To carry out the study, a total of 80 Russian learners from different courses and levels volunteered to complete a questionnaire consisting of idiomatic verbal locutions. Finally, it is concluded that the role of these language combinations in the teaching-learning of SFL is beneficial.</p> Pablo Ramírez Rodríguez Copyright (c) 2023 Pablo Ramírez Rodríguez 2023-06-29 2023-06-29 16 2 e1177 e1177 10.5565/rev/jtl3.1177 CLIL in Pre-Primary Education: The Views of In-Service and Pre-Service Teachers <p>Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest in analysing stakeholders’ perceptions and needs has increased. This article has a twofold aim: (1) to analyse pre-primary teachers’ CLIL knowledge, (2) to identify the expected benefits, challenges, and perceived needs that CLIL implementation in pre-primary may entail for themselves, and for their students. To do so, 129 pre-primary teachers (<em>N=</em>76 in-service, <em>N=</em>53 pre-service) responded an online survey. Answers were coded with Atlas.ti, visualisations were created with R. Results showed that most in-service teachers know what CLIL is, while pre-service teachers are rather unfamiliar with it. Teachers have positive expectations regarding the potential CLIL benefits for students and teachers. However, most do not feel ready to implement it in pre-primary, because of the lack of teacher training programmes (on methodology and FL), and the scarcity of resources (e.g., guidelines, materials, stakeholders’ support).</p> Marta Segura Copyright (c) 2023 Marta Segura 2023-06-29 2023-06-29 16 2 e1230 e1230 10.5565/rev/jtl3.1230 "Petiscando libros": a reading promotion project for the literary learning of trainee teachers <p>The professional training of Early Childhood Education teachers in the field of literary education involves the internalisation of reading habits. Thus, within the framework of the subject Children's Literature and Dramatisation (University of Santiago de Compostela), a project for the promotion of reading was carried out with 91 trainee teachers during the 2021-2022 academic year. It consisted of programming a reading club with selections of works linked to the theoretical content and chosen on the basis of specific criteria such as aesthetic and literary quality, which was complemented with the creation of a blog of literary recommendations and educational proposals created by and for teachers called "Petiscando libros". The evaluation questionnaires confirm the improvement in the pupils' relationship with reading based on the work carried out and a very positive perception of the contribution of the experience to their training as teachers.</p> Rocío García-Pedreira Copyright (c) 2023 Rocío García-Pedreira 2023-06-29 2023-06-29 16 2 e1219 e1219 10.5565/rev/jtl3.1219 Book Review. Getting Dialogic Teaching into Classrooms: Making Change Possible, by Klára Šeďová, Zuzana Šalamounová, Roman Švaříček, Martin Sedláček Pavlína Vočková Copyright (c) 2023 Pavlína Vočková 2023-06-29 2023-06-29 16 2 e1240 e1240 10.5565/rev/jtl3.1240 Editor's note Emilee Moore Copyright (c) 2023 Emilee Moore 2023-06-29 2023-06-29 16 2 e1262 e1262 10.5565/rev/jtl3.1262