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The pivotal objective of this research is to investigate the degree of knowledge and the teachers’ capacity to implement CLIL methodology, as a tool to reach bilingualism in Primary Education in Madrid Community.To this aim, questionnaires were administered to 75 Primary school teachers of Natural and/or Social Sciences to perform a quatitative correlational analysis to determine the degree of CLIL implementation in relation to the teachers’ being bilingual. After basing the topic on previous investigations delving into the phenomenon of bilingualism and the theory of CLIL, this article presents the research design and data analysis; and outlines its main findings in relation to teachers’ self-identification with being bilingual and the implementation of the four principles of CLIL in the classroom, and the use of didactic resources. The findings of this research point to the necessity of teacher-training programmes in CLIL methodology to improve the teachers’ understanding and implementation of this method to ensure better students’ academic performance in bilingual programmes.

Jauría (2019) was the first tribunal verbatim play in Spain and it had a great impact on audiences in the context of heated debate about how national legislation had a long-standing legacy of sexism. Based on the transcripts of the legal proceedings of the La Manada gang-rape case, Jauría not only clarifies this controversial case for different types of audiences, but it also poses very important questions concerning the nature of rape and how the judicial system treats the victims of rape. This article studies the performative force of tribunal verbatim in shaping the audience’s understanding of an actual gang-rape case and indicates how a feedback loop is created in the performance itself, transforming the spectators’ attitudes. Svetlana Antropova is a lecturer at Villanueva University in Madrid. Her recent publications include ‘Filming Trauma: Bodiless Voice and Voiceless Bodies in Beckett’s Eh Joe’, in Elspeth McInnes and Danielle Schaub, eds., What Happened? Re-presenting Traumas, Uncovering Recoveries (Brill/Rodopi 2019), and ‘De/Construction of Visual Stage Image in Samuel Beckett’s Play’ (Anagnórisis: Revista de Investigación Teatral, XXII, 2020). Elisa García Mingo is an associate professor in Sociology at the Universidad Complutense de Madrid and is an associate member of the Centre for Transforming Sexualities and Gender at the University of Brighton.

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