Incluye índice.

Incluye referencias bibliográficas: páginas 420-426.

About the authors -- Foreword -- The Argumentative Competence through In-Class Debates on Social Issues -- Implementing Contextualised Materials to Enhance Reading Comprehension in an EFL Setting -- Workshops focused on Phonemic Awareness and Sensory-based Activities in Pre-schoolers’ Emergent Writing -- Materials Based on Role-Plays to Enhance Students’ Interaction Skills -- Contextualised Materials to Develop Two Oral Communication Micro skills -- Songs and Arts to Encourage the Learning of English and Develop Artistic Skills -- Materials Focused on Comic Strips to Support the Writing Process

This issue comprises seven chapters. The first article reports the results of developing undergraduates' argumentative competen ce through ln-dass debates on social issues supported by the design and implementation of six contextualized workshops and subsidiary worksheets at a private university. The second describes the implementation of contextualized materials, based on topics of students' interest in an EFL context, to develop their reading comprehension in a state-funded school. The third explores how the design and implementation of workshops, focused on phonemic awareness and sensory-based activities, fostered the development of preschoolers' writing at a private school. The fourth presents the results of implementing materials based on role-plays to shape fourth-grade students' interaction skills at a private school. The fifth describes the process of designing and implementing contextualized materials, based on the Content and Language Integrated Learning (CLlL) approach, to develop two oral communication micro skills (body language and fluency) among preschoolers in a bilingual private school. The sixth reports the results of implementing songs to improve students' learning of English and artistic skills at a state-funded school. The seventh describes the impact of both contextualized materials and comic strips on eight graders' writing process in the English as a Foreign Language (EFL) dassroom, at a female state-funded school. Each chapter describes the corresponding research process undergone by the students and the professors, which entail the theoretical considerations, instructional and research designs, data analysis and findings, and condusions, pedagogical implications and questions for further research in relation to their research concern.