1) To record, analyse and, thus, contribute to the development of new knowledge regarding Spanish English Studies/English Language Teaching university students’ metalinguistic awareness, linguistic ideologies and identity-constructuction processes.

2) To identify the pedagogical choices that trainees make in relation to their ideologies and pedagogical identities to determine to what an extent they:

(i) are mediated by the language and disciplinary competences and academic staff’s pedagogical praxes established in order to attain the courses goals and

(ii) are compatible with current English as a Lingua Franca and plurilingual pedagogical approaches.

3) To identify potential effective ELF and GC teacher training practices that address the desired transformation that current research in applied linguistics and the sociolinguistic reality of Spain is calling for towards interculturality and plurilingualism, with a global competence, in the four areas of: a) communication; b) teaching; c) learning; and d) culture.

4) To compare the data recorded at the two geographical contexts to identify potential differences and similarities.

5) To disseminate the results of the study to specialist and non-specialist audiences, and to practitioners.