GENERAL AUTHORS

MEEHAN, R.J. (2011). Teacher´s Journey: The Road Less Traveled. Tate
Publishing & Enterprises.
LANE, R. R. (1977). English as a Second Language. Lane Press.
(The fact that English is a key to many doors accounts in large measure for its
present attractiveness)

FLIPPED CLASSROOM
BERGMANN, J. and SAMS, A. (2014). “Turn your class around. Take your
class to each student, anytime, anywhere”.
SANTIAGO, R. (2015). “The 7 benefits of Flipped classroom”.

BULLYING
HEALEY, J. (2011). “Dealing with Bullying”. The Spinney Press.
O´NEIL, C. and KAO, M.S. (1998). “Words into Words: Learning a Second
Language through Process Drama”. Ablex Publishing Corporation.

PROJECT-BASED LEARNING
BELL, J. (2010). “Doing Your Research Project”.
LIBOW, S. and STAGER ,G. (2013). “Invent to learn: making, tinkering and
engineering in the classroom”. Torrance, CA: Constructing Modern Knowledge
Press.

CLIL
COYLE, D. (1999). The next stage? Is there a Future for the Present? The
legacy of the “communicative approach”.
MARSH, D. (1994). Bilingual Education & Content and Language Integrated
Learning. International Association for Cross-cultural Communication, Language
Teaching in the Member States of the European Union (Lingua) University of
Sorbonne. Paris.

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ICT
BOSS, S. and KRAUSS, J. (2007). “Reinventing Project-Based Learning. Your
Field Guide to Real-World Projects in the Digital Age”. ISTE.
KRASHEN, S. (1987). “Principles and Practice in Second Language
Acquisition”.
KOUSTALAS, A. (2012). “Presentation, practice and production”

DIVERSITY
“Nadie es como otro. Ni mejor ni peor, es otro” (Sartre).
"Nobody is like another. Neither better nor worse, is another "(Jean-Paul
Sartre).
BARTON, L. (1998). “Disability and society”.
“inclusive education will be a process directed "to offer the same learning
opportunities to all children, with independence of the evaluation made of their
abilities ". (Barton, 1998; 112).
MOON, J. (2005). “Children Learning English”. Macmillan.
WESTWOOD, P. (2008). “What teachers need to know about learning
difficulties”. ACER Press.
WESTWOOD, P. (2004). “Learning and learning difficulties. A hanbook for
teachers”.
ECHEITA, G. (2006). “Education for inclusion or education without exclusions”.
Madrid: Narcea.
(Echeita (2006) believes that schools should work to create among their
members, and particularly among girls and boys, a feeling of belonging to an
educational community, where each person is valued as an equal)
BOOTH, T. et al. (2000). The Index of Inclusion: developing learning and
participation in schools. London: CSIE.
(“The inclusion is oriented to identify and reduce barriers to learning and
participation, and strengthen resources to support all the members of the
educational community”)ç

COMPETENCES
OECD (2003): DeSeCo Project: Definition and Selection of Key Competences.

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GONZÁLEZ, J. and WAGENAAR, R. (2003). “Turning Educational Structures
in Europe”. Final report. Bilbao.
DELORS, J. (1996). “Education holds a treasure”. UNESCO Report of the
International Commission on Education for the 21st Century. Santillana.

KNOWLEDGE OF FOREIGN LANGUAGES (INTRODUCTION)

TOCHON, F.V. (2009). “The Key To Global Understanding: World Languages
Education. Why Schools Need to Adapt. Review of Educational Research”.
“Learning a second language not only has cognitive and academic benefits, it
also supports a greated sense of openess to, and appreciation for other
cultures”.
KRASHEN, S. (1981). “Second Language Acquisition and Second Language
Learning”.

“Acquisition requires meaningful interaction in the target language -

natural communication - in which speakers are concerned not with the
form of their utterances but with the messages they are conveying and
understanding”.

EVALUATION
TENBRINK, T.D. (1974). “Evaluation. A Practical Guide For Teachers”.
McGraw-Hill.
“Evaluation is the process of obtaining information and use it to make
judgments which in turn will be used to make decisions”.

LIMITED INTELLIGENCE
DONAIRE, I.M., GALLARDO, J. and MACÍAS, S. (2006). New methodologies
in the classroom: cooperative learning. Digital Magazine “Teaching Practice", 3.

(According to Donaire, Gallardo and Macías (2006) cooperative work is

another efficient way for us to deal with diversity, since the organization of the
class in groups allows greater dedication and better attention to the different
levels, rhythms and learning styles)

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MOLINERO, R. (2010). Psychoeducational intervention for students with
"borderline" intelligence in the primary stage. Educational approaches magazine
76, nº62.

(According to Molinero (2010), people with “borderline” intelligence or limited

intelligence are characterized by having an intelligence quotient (IQ) between
70 and 85. In addition, they present a deficit in adaptive capacity in at least two
of the following areas: communication, personal care, domestic life, social and
interpersonal skills, use of community resources, self-control, academic skills,
leisure, health and safety")

JOHNSHON, D.W. and JOHNSHON, R.T. (1999). “Learn together and alone.
Cooperative, competitive and individual learning”.

(Johnson and Johnson (1999), it would be defined as "the educational use of

small groups so that students work together to maximize their own learning and
the learning of others ")

MIXED-ABILITY
UR, P. (2005). “A Course in Language Teaching: Practice and Theory”.
Cambridge: Cambridge University Press.

HIGH ABILITIES
CLARK, B. (2002). “Growing up gifted: Developing the potential of children at
home and at school”. Pearson.
DAVIS, G.A. and RIMM, S.B. (2004). “Education for the gifted and
talented”. Boston, A: Pearson Education Press.

DYSLEXIA
QUINTANAL PÉREZ, J. (2011) "Dyslexia: unknown, when not, ignored".
Parents and teachers, 340.
(Dyslexia is a difficulty that students present when they acquire his reading and
writing skills, with a level lower than expected by their intelligence or by their
age).

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