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In one way or another, teachers who are dedicated to teaching foreign languages ​​in general, and English in particular, are aware of the challenges they face when carrying out their work. This article analyzes some of the main reasons why the teaching of foreign languages ​​should be revised. Focusing on the specific case of Spain, some possible solutions will be presented in order to address deficiencies previously detected. In this sense, it is considered that the proposals analyzed can serve as a reference to address the situation with certain guarantees of success in terms of contributing strategies and positive solutions. It is important to emphasize that the present analysis has been carried out after detecting a series of problems. The result aims to be one of the engines that allows a profound debate. This debate should lead, inexorably, to a change in methodology, training, design, conception, and, ultimately, in the teaching of foreign languages ​​in Spain.

Summary

In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages ​​that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.

In Karl Popper's famous book, The Open Society and Its Enemies, appears the formulation social engineering. That is an unfortunate wording. There is nothing mechanical in Popper's political strategy. The keywords are rather piece-meal & trial & error. It is even possible to characterize Popper as -- up to a point -- anti-rationalistic. His warning that we should not think too much of our knowledge of the functioning of the social world & of our ability to make forecasts, reminds one of what a critic of the French Revolution like Edmund Burke had to say. We should start with the delivered institutions, diagnose what is working badly &, aware of possible error, try to improve it. That said, one is not surprised of meeting a strain of antipolitics in Popper's philosophy. Although Popper welcomes measures to clear away suffering & distress, it is uncertain how he would balance his negative utilitarianism against individual freedom. He is distrustful of political power. The idea that democracy gives the people the instrument of governing is an illusion. Democracy's point is to make it possible to dismiss a government (notice the parallel with his methodology, a government is a kind of hypothesis, the election an opportunity for falsification.) However, it is not Popper's political philosophy in a substantial meaning that makes him worth studying, but his theory of the critical discourse, a theory that is very relevant for a reformistic political strategy. The idea of the Popperian discourse is not to get the parties closer emotionally, not to reach a compromise, not even to convince, but for me to listen to & learn from the criticism of my hypotheses. People with divergent standpoints should not be kept out of the discourse, they should be welcomed. Popper admires Greek culture up to Socrates & he emphasizes its openness to influences from other cultures along the shores of the Mediterranean. That is in keeping with Popper's antinationalism. Nationalism fattens stupidity & is often the cause of devastating violence. In his later works Popper regularly uses an evolutionary model & his theory of language is no exception. He sets forth how the development of describing, language's third function besides expressing & warning, created the possibility of storytelling. Now, stories can be true & false, & that makes language's fourth function necessary, the function of argumentation, of proving or disproving of what has been said. Lying, however, is a wonderful invention. To lie, to say what is not, but could be true, is a nursery for fantasy & creativeness. 33 References. Adapted from the source document.

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor's teaching contract. Consequently, not only the quality of teaching is affected but also the teachers' motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers' job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.

The thesis of this article is that logic/science does not exclude but requires knowledge of rhetoric. Rhetoric is not merely a technique for persuasion but, more importantly, a science of how we structure our knowledge through language. Logic & science are nothing but instruments that natural language constructs to handle observable factual circumstances, something that became possible with the invention of the alphabet & written language. A positivistic, reductive science is suitable only by research on given facts. Alongside the knowledge of facts, we must also handle the knowledge of action, which is impossible to do only with the positivistic methods of conventional social science. Drawing on his personal experiences of municipal politics & communal planning the author suggests that rhetorical conceptions & methods of research can play a big role in community planning research & in sciences of man, which necessarily brings facts & actions together. The article refers to a rhetorical based theory called 'human-scientific theory of action.' While science helps us to know (knowledge of causes), rhetoric helps us to understand (knowledge of intentions & meanings). 40 References. Adapted from the source document.