Contents: Francisco Michavila: Preface - Maria Luisa Perez Canado: Introduction and Overview - Ian Tudor/Wolfgang Mackiewicz: Bologna and Languages: Reference Points for Higher Education Language Policy Development - Antonio Bueno Gonzalez/Jesus M. Nieto Garcia: English Language Teaching in the European Higher Education Area (EHEA): Towards Uniformity or Diversity? - Mike Fleming: Perspectives on the Use of Competence Statements in the Teaching of the English Language - Jesus Perez Gonzalez: Competencies in Language Teaching: From their Conceptualisation to their Concretion in the Curriculum - Maria Luisa Perez Canado/Paige D. Ware: Why CMC and VLE are Especially Suited to the ECTS: The Case of Telecollaboration in English Studies - Alfonso Ceballos Munoz/Carmen Fernandez Martin: Across the Curriculum: English Transverse Activities in ECTS - Barry Pennock-Speck: European Convergence and the Role of ICT in English Studies at the Universitat de Valencia: Lessons Learned and Prospects for the Future - Ruben Chacon-Beltran: Learner Autonomy and Lifelong Learning: Technological Solutions in the European Higher Education Area - James Lawley: An EFL Grammar Checker that Really Works: Making Bologna Come True - Kent Lofgren/Terence Karran: Using Assessment with ECTS: Untangling the Knots - Daniel Madrid/Stephen Hughes: The Implementation of the European Credit Transfer System in Initial Foreign Language Teacher Training.
The Editor: Maria Luisa Perez Canado is a lecturer at the Department of English Philology of the University of Jaen, Spain. Her research interests are in Applied Linguistics, English for Specific Purposes, and the intercultural component in language teaching. Her work has appeared in a notable number of scholarly journals and edited volumes. She is also author of four books on the interface of second language acquisition and teaching, co-editor of GRETA Journal, and reviewer for ELIA, The Grove, and Reading and Writing: An Interdisciplinary Journal. She has recently been granted the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education.