This book focuses on an unexplored area of Edward Bond's writing. While different studies examine the violence present in his plays or his dramatic theory, questions around his powerful female characters have remained unsolved. None of the criticism has developed specifically the role of these women as speakers of their social context. The human condition that Bond depicts in his plays is not gender-oriented. From his early plays, Edward Bond has been considered misogynist, but this book presents the possibility to discover a different Bond as a writer on women with powerful voices. The reader of this book will discover in these women female spokeswomen of revolution, committed and suffering mothers but also the personification of evil and wickedness. Emotions and ideas will be analyzed in these pages in a journey through Bond's feminine universe closer to reality than to stage. Justice, the essence of humanity or the nature of oppression are dealt with through the construction of brilliant characters with no possibility of catharsis. This vision of drama as a social forum clearly exemplifies Bond's defense on the possibility of change.

Content and Language Integrated Learning (CLIL) has transformed the educational scene and brought about a revolution of teaching methods and principles in the bilingual education environment. The major challenge in the implementation of a teacher education curriculum in CLIL is the integration of different teaching approaches to promote content and language mastery. What is certain is that there is no fixed model for CLIL and that for resources to be effective they have to be contextualized and motivating for both teachers and students. The four Cs (Content, Cognition, Communication and Culture) proposed by Coyle (1999) as framework for CLIL implementations find in drama a powerful meeting point to develop communicative skills and beyond. CLIL opens new possibilities for the implementation of drama in its multiple varieties: role-play, simulations, drama activities, educational drama and so on. This book proposes articles on the possibilities of drama as a challenging learning experience from primary to higher education.