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Studies on the institutions of the Macedonian Koinon have expanded considerably in recent years since excavations in the region of Macedonia revealed a significant amount of numismatic and epigraphic evidence. Even though literary sources concerning the foundation and the existence of the Koinon are obscure, numismatic testimonies contributed to the institution and its role within the Macedonian territory under the Roman rule. In the current article, the “Serres, 1966” hoard is examined, which was found in 1966 and is today kept at the Thessaloniki Archaeological Museum. Emphasis is given to the iconographic types and the legends, which provide valuable information regarding the institutional and cultural character of the Macedonian Koinon.

La edición especial de este año de BJTLLL se dedica a la enseñanza y el aprendizaje de lenguas extranjeras mediados por ordenador, tomando en cuento la más reciente influencia de elementos socioculturales y dialógicos en la pedagogía. El volumen aspira a contribuir a la investigación sobre el potencial de la CMO y la telecolaboración en la organización motivadora de los entornos de aprendizaje, reclamados durante mucho tiempo por las reformas educativas en didáctica de las lenguas y en formación del profesorado. Los artículos de este volumen describen algunas intervenciones que han sido o están siendo llevadas a cabo en diferentes contextos internacionales.

La Enseñanza de Lenguas Asistida por Ordenador (CALL por sus siglas en ingles) es un amplio campo de investigación que actualmente está siendo indagado con interés en el área de idiomas. Victoria Antoniadou de Bellaterra Journal of Teaching & Learning Language & Literature, tuvo el placer y privilegio de entrevistar en línea a un pionero en este campo, el Dr. Greg Kessler, profesor asociado de Enseñanza de Lenguas Asistida por Ordenador en el Departamento de Lingüística de la Universidad de Ohio. Su pasión y conocimiento empírico en este campo ha generado una conversación rica y profunda sobre el potencial de la enseñanza asistida por ordenador y formación de profesorado de lenguas extranjeras en la pedagogía contemporánea. El Dr. Kessler compartió sus experiencias de investigación de programas de formación docente en los EE.UU. y el mundo, así como su conocimiento acerca de las investigaciones que se realizan actualmente para explorar y aprovechar el enorme potencial que este campo tiene que ofrecer a la innovación pedagógica.

Professor Steve Thorne is well-known for his work on second and foreign language development and Internet-mediated communicative activity. He is identified with the study of language use, communication dynamics and technology-mediated foreign, second, and plurilingual language learning, occurring within and outside of formal educational settings. His work draws on sociocultural and cultural-historical approaches to language development and he is particularly interested in multiplayer online gaming environments, the "cultures of use" of Internet communication tools, and intercultural communication. Professor Thorne is currently a faculty member in the Department of World Languages and Literatures at Portland State University in the United States and the Department of Applied Linguistics at the University of Groningen in the Netherlands. The following interview took place in April 2011 on the occasion of the EUROCALL CMC & Teacher Education SIGs Annual Workshop in Barcelona, in which Professor Thorne was the keynote speaker.

This article discusses specific examples of virtually mediated interactions involving two transatlantic groups of student-teachers who engaged in a task-based telecollaborative project for the purposes of a teacher education course. The Vygotskyan framework of learning and development and particularly the construct of Zone of Proximal Development (ZPD) in a collaborative frame serve as the theoretical basis of this study. This article aims to: (1) analyze the essentially language-mediated interactions to trace instantiations of virtual collaboration developmentally (2) discuss teacher learning outcomes of the (tele)collaborative activity, and (3) examine learning as expansion of what was explicitly proposed as objectives of the course, resulting from reasoned action i.e., reflection on the process and outcomes of the activity. The findings suggest that the effective integration of telecollaborative activities in pre-service teacher education programmes can enhance teacher learning in significant ways.

Review of the book entitled Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching, 2010, Routledge: Taylor & Francis Group, London and New York (Edited by Viv Ellis, Anne Edwards, and Peter Smagorinsky). The review first discusses the importance that sociocultural perspective taken on by educationalists has had in the recent paradigms for investigating learning and the significance this has in the development and implementation of Cultural-Historical Activity Theory (CHAT). The review then moves on to discuss how the fourteen chapters of the book go about meeting the main aims of the book: • Demonstrate the contribution of sociocultural and cultural-historical activity theory (CHAT) towards an understanding of teacher learning; • Offer a strong exemplification of a CHAT research focus in this domain; • Show what teachers learn, how they learn and where they learn, using specific research examples based in CHAT.

This article seeks to demonstrate that there is a particular quality of the writings of Iranian Diaspora authors. Women who were forced to leave their homeland chose the language of the host country to express the traumatic experience of the (self-)exile, the process of assimilation to the foreign land and their gradual integration into it. Autobiographical texts ranging from pure autobiography to autobiographical novels form a species of female writing that simultaneously traces the literary production of an entire generation of exiles. [ABSTRACT FROM AUTHOR]