Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners’ own independent uses. La investigación sobre la integración de recursos y materiales digitales en contextos AICLE es todavía escasa. Este trabajo presenta los resultados obtenidos en ocho centros de la provincia de Sevilla, donde se han recogido las opiniones de alumnado y profesorado AICLE a través de cuestionarios y entrevistas. Los objetivos del estudio son: 1) Analizar las opiniones de los participantes sobre la integración de los recursos y materiales digitales en el aula; 2) Analizar cómo afecta la etapa educativa a las opiniones de ambos grupos; 3) Analizar el tipo de recursos y materiales digitales en lengua inglesa que utiliza el alumnado fuera del aula. Se han llevado a cabo los siguientes análisis: análisis de componentes principales categóricos; prueba no paramétrica U de Mann-Whitney; análisis de contenido; y se ha calculado el coeficiente de correlación de Pearson. Los resultados muestran discrepancias en las percepciones de profesorado y alumnado con respecto al uso de los recursos y materiales digitales en el aula; y que estas percepciones se ven afectadas por la etapa educativa. Este estudio concluye que el tipo de recursos que utiliza el alumnado fuera del aula está condicionado por el uso que se hace de ellos dentro de la misma. Sin embargo, en casa se utilizan de manera diferente, lo que revela la necesidad de adaptar las prácticas de aula a los usos autónomos del alumnado.

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Language Teaching Research from a Global Perspective 2 0 2 0 ONOMÁZEIN-Special Issue VI | Language Teaching Research from a Global Perspective: 23-43 Yiyi López Gándara English language learning and learner empowerment: a mixed-method study of pre-service English ... 24 It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners' perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model-the native speaker-that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.

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Taking Critical Language Awareness as a frame of reference, this article presents an experience carried out with a group of teacher trainees in the final year of the BA in Primary Education (English) at the University of Seville. The aim of the experience is to provide them with effective strategies to empower students in the English language classroom. The experience is comprised of a diagnostic test, a tailored seminar and a workshop, and it shows that a critical component must be included in teacher training programmes in order to ensure that English language learning contributes to learner empowerment.