Retroviral Infections in Sheep and Goats: Small Ruminant Lentiviruses and Host Interaction

Small ruminant lentiviruses (SRLV) are members of the Retrovirus family comprising the closely related Visna/Maedi Virus (VMV) and the Caprine Arthritis-Encephalitis Virus (CAEV), which infect sheep and goats. Both infect cells of the monocyte/macrophage lineage and cause lifelong infections. Infection by VMV and CAEV can lead to Visna/Maedi (VM) and Caprine Arthritis-Encephalitis (CAE) respectively, slow progressive inflammatory diseases primarily affecting the lungs, nervous system, joints and mammary glands. VM and CAE are distributed worldwide and develop over a period of months or years, always leading to the death of the host, with the consequent economic and welfare implications. Currently, the control of VM and CAE relies on the control of transmission and culling of infected animals. However, there is evidence that host genetics play an important role in determining Susceptibility/Resistance to SRLV infection and disease progression, but little work has been performed in small ruminants. More research is necessary to understand the host-SRLV interaction.

Corrective feedback in oral interaction: A comparison of a CLIL and an EFL classroom

[EN] Since Long's Interaction Hypothesis (Long, 1983) multiple studies have suggested the need of oral interaction for successful second language learning. Within this perspective, a great deal of research has been carried out to investigate the role of corrective feedback in the process of acquiring a second language, but there are still varied open debates about this issue. This comparative study seeks to contribute to the existing literature on corrective feedback in oral interaction by exploring teachers' corrective techniques and students' response to these corrections. Two learning contexts were observed and compared: a traditional English as a foreign language (EFL) classroom and a Content and Language Integrated Learning (CLIL) classroom .The main aim was to see whether our data conform to the Counterbalance Hypothesis proposed by Lyster and Mori (2006). Although results did not show significant differences between the two contexts, a qualitative analysis of the data shed some light on the differences between these two language teaching settings. The findings point to the need for further research on error correction in EFL and CLIL contexts in order to overcome the limitations of the present study.