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<p>La educación bilingüe se ha convertido en una tendencia de innovación e investigación educativa durante los últimos diez años; de hecho, es una prioridad del sistema educativo actual. Por tanto, los centros de formación, como las Facultades de Educación, deben proporcionar al alumno las herramientas y los conocimientos necesarios para que sean buenos profesionales en sus futuros centros plurilingües y pluriculturales. Así, este trabajo tiene dos objetivos: mostrar la implementación de un proyecto de innovación en la Modalidad Bilingüe de la Facultad de Educación de Albacete, que consistió en el diseño de recursos AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) para Plástica y Ciencias Sociales; y explicar cómo esta experiencia supuso una oportunidad para profundizar en CLIL (<em>Content and Language Integrated Language</em>, equivalente a AICLE) y otras necesidades específicas de los futuros maestros de Primaria en colegios plurilingües. Este estudio se enmarca en la innovación educativa y se sirve de la investigación-acción, la investigación en el aula y el enfoque etnográfico de estudios de caso. Los resultados pondrán de manifiesto los beneficios de este tipo de proyectos en la formación de los futuros maestros, en sus prácticas y Trabajo de Fin de Grado, y demostrarán que las mencionadas Facultades están trabajando para acercar la realidad de los colegios a las aulas universitarias.</p>

The main concern of this paper is to gain an insight into two of the most common rhetorical strategies used by Daniel Defoe as a political journalist in the first decades of eighteenth-century Britain: boosting and hedging. I draw attention to these two different persuasive verbal devices employed by the writer in a sample of Defoe’s political essays published in 1709 excerpted from The Review (1704–1713), one of the leading journals during the reign of Anne Stuart, when political propaganda relied heavily on pamphlets and periodicals. The results obtained reveal that Defoe used language as a political weapon, resorting to boosting, on the one hand, to make his stance clear, add emphasis, confer certainty to his arguments, and convince the readership of the evidence of his statements; and to hedging, on the other, to soften potential conflicts produced by his assertions, connect with the readers, and attain persuasion.

This chapter surveys the benefits of critical and argument skills in bilingual pre-service teachers' future careers for assessment pursuits. It also examines how informal logic for pedagogical purposes is scarcely considered in education settings – both primary and university levels. Yet, such a lack of teacher training will negatively influence subsequent feedback and ad hoc formative assessments to measure bilingual pupils' knowledge accurately. Hence, taking as referents argumentation and critical thinking and enquiring, the chapter aims to establish the fundamental theoretical foundations for understanding and designing formative queries.

This chapter reveals how mathematics plays a central role in infant, primary, and secondary education curriculums and has a decisive bearing in study plans for many university qualifications. For the dismantling of the stereotype of mathematical brilliance, this chapter examines the construction of this myth from its historical roots and how misconceptions have been created among teachers, parents, students, and society as a whole. Thus, the negative myth impacts on teaching and learning mathematics are described from a historical basis. In considering the work of disassembling the notion of an exceptionally gifted for mathematics, strategies are outlined, including prioritising process, investigation, and experimentation over the outcome. The idea is to aid with acquiring, understanding, and using mathematical language and establishing the teaching-learning dialectic on corporative work, in which errors are not signs of incompetence but symptoms of experimentation and learning.