Foetal Protection Laws: paving the way for the criminalisation of abortion

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Reproductive rights on the inside: A rapid evidence assessment of women’s experiences of reproductive healthcare and rights while in prison in England and Wales

Despite academic, policy and charity commissioned research giving considerable attention to the health of imprisoned women, significantly less research has considered the reproductive health and rights of this group. This shortfall is noteworthy since women who are imprisoned are often in very vulnerable positions, and so their ongoing healthcare in relation to gynaecology, obstetrics and sexual health and wellbeing, as well as access to such rights, should be a priority. These issues are exacerbated for the high number of women who are repeatedly imprisoned for short sentences. Presenting findings of a rapid evidence assessment, this article highlights the lack of attention to this aspect of imprisoned women’s health and rights, using the limited information available. The article argues that suitable reproductive healthcare needs to be seen as an essential aspect of women’s rights. Furthermore, the current nature of imprisonment in England and Wales results in multiple and frequent rights violations

‘Does everybody understand?’ Teacher questions across disciplines in English-mediated university lectures: An exploratory study

This small-scale study attempts to analyse the role of English as a medium of instruction (EMI) in three different university lectures across disciplines. Following previous research (Crawford Camiciottoli 2004, Dafouz 2011, Dalton-Puffer 2007), the focus is placed on teacher discourse and, more specifically, teacher questions as fundamental tools that articulate classroom talk and prime strategies that promote interaction and co-construct meanings (Chang 2012, Sánchez García 2010). Our corpus includes four hours of teaching practice from Spanish EMI lessons where participants are non-native speakers of the vehicular language. Preliminary results suggest that questions tend to be greatly exploited discursive features and that confirmation checks and display questions seem to predominate over all other types of questions used in the classroom. Concurrently, the study suggests that there seem to be more commonalities than differences in the use of questions across disciplines. Additionally, it can be stated that lecturers need to be trained to benefit from the resources offered by their own discourse in order to facilitate students' content and language learning