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Traditionally, language teaching has been grounded on a monolingual bias and the strict separation of languages has been conceived as a requirement to ensure foreign language learning success. However, the flexible use of one's linguistic repertoire, known as translanguaging, has also proven beneficial in EFL settings (vid. Jones & Lewis, 2014).The present study aims at examining translanguaging practices in early language learning taking into account the functions proposed by . Qualitative data were collected in 3 sessions of English for 25 Valencian kindergarteners. Participants (aged 4-5) were in their second year at a Catalan-immersion school, where other two languages are taught as media of instruction (Spanish and English).Results depict how very young language learners use their L1, L2 and L3 strategically in order to serve different communicative functions, without compromising their exposure to the target language (i.e. English). As a conclusion, we argue that a monolingual approach to teaching English as an additional language (EAL) is not a realistic picture of learners' linguistic behaviour both inside and outside the classroom in multilingual settings.Keywords: translanguaging, linguistic repertoire, early language learning, English as an additional language (EAL), multilingual education Resum Tradicionalment, l'ensenyament de llengües s'ha basat en un enfocament monolingüe i l'estricta separació de llengües a l'aula s'ha considerat un requisit indefugible per garantir l'èxit d'aquest procés d'aprenentatge. No obstant això, s'ha demostrat que l'ús flexible del repertori lingüístic de l'alumnat, conegut com a translanguaging, també pot resultar beneficiós per tal d'aprendre l'anglès com a llengua estrangera (vid. Jones i Lewis, 2014).El present estudi té com a objectiu examinar el translanguaging i les seues funcions en l'aprenentatge primerenc de llengües, tenint en compte la taxonomia proposada per Els resultats mostren com l'estudiantat en edat de pre-alfabetització fa servir les seves L1, L2 i L3 estratègicament per a realitzar diferents funcions comunicatives, sense comprometre l'exposició a la llengua meta, l'anglès. Com a conclusió, considerem que un enfocament monolingüe envers l'ensenyament de l'anglès com a llengua addicional (EAL) no és una imatge realista de l'ús de les llengües que fa l'alumnat tant dins com fora de l'aula en entorns multilingües.Paraules clau: translanguaging, repertori lingüístic, aprenentatge primerenc de llengües, anglès com a llengua addicional (EAL), educació multilingüe ResumenTradicionalmente, la enseñanza de lenguas ha estado marcada por un enfoque monolingüe y la estricta separación de lenguas en clase se ha considerado un requisito imprescindible para garantizar el éxito de dicho proceso de aprendizaje. Sin embargo, se ha demostrado que el uso flexible del repertorio lingüístico del estudiantado, conocido como translanguaging, también puede resultar beneficioso para aprender inglés como lengua extranjera (vid. Jones y Lewis, 2014).El presente estudio ...

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In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

HIGHLIGHTS Ethanol, Periodontal ligament, Extracellular matrix, Orthodontic movement.Alcohol is a legal drug present in several drinks commonly used worldwide (chemically known as ethyl alcohol or ethanol). Alcohol consumption is associated with several disease conditions, ranging from mental disorders to organic alterations. One of the most deleterious effects of ethanol metabolism is related to oxidative stress. This promotes cellular alterations associated with inflammatory processes that eventually lead to cell death or cell cycle arrest, among others. Alcohol intake leads to bone destruction and modifies the expression of interleukins, metalloproteinases and other pro-inflammatory signals involving GSKβ, Rho, and ERK pathways. Orthodontic treatment implicates mechanical forces on teeth. Interestingly, the extra- and intra-cellular responses of periodontal cells to mechanical movement show a suggestive similarity with the effects induced by ethanol metabolism on bone and other cell types. Several clinical traits such as age, presence of systemic diseases or pharmacological treatments, are taken into account when planning orthodontic treatments. However, little is known about the potential role of the oxidative conditions induced by ethanol intake as a possible setback for orthodontic treatment in adults.