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Writing Studies scholars have raised concerns about framing student struggles to integrate secondary sources as an ethical problem of plagiarism. They propose, instead, framing student citation practices as transitional markers of development in which students use patchwriting to learn the discursive norms and values of academia. Patchwriting as a literacy tool for transfer of knowledge raised questions for me about whether students develop other scaffolds to aid in learning transfer. In this pilot study, I investigate student use of anchor sources, the “perfect source” that frames a student’s central argument, rhetorical structure, and/or purpose. Based on a random sample of a nationwide corpus of First-Year Writing research papers from 16 US institutions, findings show that 21 of 30 research papers (70%) revealed evidence of an anchor source. Six of the 9 papers without anchor sources show evidence of significant rhetorical problems. Results suggest evidence of knowledge transfer, as well as pedagogical implications for supporting this transitional stage in student development.

Este artigo aborda o futuro do trabalho como fenômeno comu-nicacional, por meio de sua análise como construção discursiva. Elegemos como objeto dois relatórios, dois documentos prospectivos: um assinado pelo World Economic Forum — talvez o maior porta-voz do capitalismo global — e outro da corporação Dell Technologies, expoente da economia digital mundial. Buscamos identificar de que forma esses discursos sobre o futuro do trabalho mobilizam códigos hegemônicos do neoliberalismo, compreendido como lógica social. Essa lógica pressupõe a produção de sujeitos, por meio de competências, perfis, como capital humano a ser gerido com eficácia. A metodologia é baseada na noção de discurso social de Angenot — que propõe a análise do espírito do tempo em sua disseminação nos discursos de dado contexto histórico e social.

In the context of Judiciary or Forensic Linguistics, this paper shows the results of a study on rhotic consonants in prepausal position (in the spontaneous speech of central peninsular Spanish) in order to assess their forensic value for identifying speakers. The variables that have been analysed are the number of components and the acoustic features of the first and second components of the consonant, which correspond to the closure and opening phases, respectively. The results have shown some significant differences amongst speakers, which is why the rhotics are considered a useful segmental element in comparing speech samples on judiciary purposes

L'objectiu d'aquest treball és abordar la didàctica de la prosòdia des de dos punts de vista: en primer lloc, una perspectiva històrica i teòrica que examina el paper i tractament de la competència prosòdica; i, en segon lloc, les implicacions didàctiques i el desenvolupament d'aquesta competència a través del joc, tenint en compte a l'alumnat de l'aula d'Educació Infantil i d'Educació Primària.

Os processos verbais são o foco de nossa análise para investigar a forma como o dizer é construído em artigos acadêmicos produzidos por alunos de Letras, compreendendo que a representação do dizer se faz por meio desses processos, os quais materializam "vozes" que corroboram opiniões, ideias e pensamentos, ao introduzirem o discurso direto e indireto. Propomo-nos, então, a averiguar, à luz da Linguística Sistêmico-Funcional, como os graduandos em Letras se apropriam deste tipo de processo para construírem seus artigos.Verbal processes are the focus of our analysis, which aims at investigating how the act of saying is built up in academic papers by students of Languages and Literature, bearing in mind that the representation of saying is carried by these processes, which materialize "voices" that introduce opinions, ideas and thoughts, in direct and indirect speech. Therefore we aim at investigating, following the principles of Systemic Functional Linguistics, how those students approach this kind of process to build their articles.

The aim of this paper is to investigate the use of Spanish and Korean reformulation markers against the backdrop of a contrastive / intercultural rhetoric approach (Kaplan, 1966; Hinds, 1987; Clyne, 1994; Connor, 2008, 2011). In order to carry out the analysis, following a line of previous research papers in Murillo (2007, 2012), an empirical study using Spanish and Korean journalistic corpus was performed. The results obtained demonstrate significant disparity between the use of Spanish and Korean RMs when approached from a linguistic-intercultural rhetoric perspective, more specifically as to the use of double reformulation -the repetition of the Korean markers (jeuk… jeuk… / got… got…)-, some particular rhetorical patterns of the Korean marker got, denoting its cultural idiosyncrasy, and the discourse processes, such as ‘definition’, ‘denomination’, and ‘conclusion’, utilizing the selected markers in the two languages.

This paper presents a new, digital, and interactive list of wounds, deaths, and other acts of aggression in the Iliad. After an introduction, it discusses the state of the art in quantitative approaches to the subject. The following section presents the methodology for compiling the data, briefly establishing the criteria for the distribution of instances in each category. In the discussion, I compare the results with previous similar projects and mention a few examples of the potentiality of the new list – to be published online, not included in the paper –, showing the advantages of the digital format.

Over the last thirty years English for Academic Purposes (EAP) has expanded, cutting across the domains of specialised discourse, and has shifted its focus to meet the needs of large numbers of non-native speaking students at the university level. In this regard, English for Academic Legal Purposes (EALP) can be defined as the teaching and learning of legal English as an ESP subject that includes the academic dimensions of EAP. This paper investigates how EALP textbooks has responded to the challenges of law school education. Reflecting on the pedagogic contributions of Carrick and Dunn (1985), Candlin, Bhatia, and Jensen (2002), and Prinsloo (2015), this paper begins diachronically with a sample of EALP-type textbooks from the point where Prinsloo completed his analysis. Drawing on these reviews, this paper attempts to provide some insights into the development of EALP-type textbooks and their response to the challenges of legal English education.

Although Anglicisms1 have been the subject of research for quite some time now, their definition in the literature sometimes tends to be somewhat inexplicit, and there are points of disagreement, especially regarding their classification and the distinction between their types. This paper advocates a uniform, consistent approach to defining loans (Anglicisms) and their typology in terms of an interplay between three criterial features which are transferred in, and thereby constitute, (lexical) borrowing: concept, model, and form. Their combination results in seven feature patterns or loan types (both mono- and bilingual), which the paper correlates and compares with standard categories of Anglicisms found in the literature and illustrates using examples from Czech

The paper examines the guidelines dedicated to Italian teaching and, above all, to the ideal thematic, language and stylistic features of school reading books in the programmes for primary school and in the related instructions for teachers issued by the Ministry of Education from 1860 to 1905: a decisive period for the arrangement of the Italian school system, the literacy processes and the spread of the national language. It can be seen how these official documents significantly shaped the writing of school books. The paper also explores the complex relationship between the institutional attempts to regulate textbook production, as evidenced by relevant ministerial documentation parallel to the programmes, and the rich publishing activity in this field. To complete the overview of the dialectic between school-educational publishing and the regulatory will of the Ministry and of the boards connected to it, responsible for the evaluation of textbooks, the witnesses of two prominent school female authors of the 2nd half of the 19th century are commented on: Ida Baccini and Felicita Morandi.

Digression is a discourse function that is identifiable and distinct from other similar functional strategies, and varies cross-linguistically. This paper investigates the way speakers of Spanish and English digress from their main discourse topics and how these transitions are marked. Once digression is defined by the proposal of four features considered to be inherent in this concept, the paper focuses on so-called 'digression formulating phrases', recurrent expressions which make explicit reference to the digression and signal that a new direction with respect to topic is proposed. The paper thus adopts a less common than the usual approach to discourse coherence and digression, whose literature has largely focused on discourse markers. The dataset, extracted from a corpus of parliamentary discourse, is analysed in an attempt to address two research questions. I investigate, first, the frequency and distribution of the selected digression formulating phrases in the two languages, and discern which of the two contexts of digression (i.e. beginnings and ends) is more highly marked, and, second, their use in connection to aspects such as syntactic configuration and position, and co-occurring features of semantic and pragmatic meaning. The contrastive perspective adds precision and richness to the treatment of digression.

This paper stresses the urgent need to implement critical and open pedagogies in language teaching, especially in the Spanish heritage language classroom. Language courses are often compulsory in secondary and higher education and typically employ traditional pedagogical models that are structured by grammar and/or communication tasks. This study introduces how heritage language teaching emerged as a field of study in the United States and offers a brief overview of critical and open pedagogies and their connection to open educational resources. This paper then introduces critical and open pedagogies to teaching Spanish as a heritage language, followed by a critical look at the existing Spanish teaching material. As an alternative to this material, this article shares a project titled “Discovering El Barrio” which addresses an innovative and productive pedagogical practice carried out by a Spanish heritage language class at Lehman College, CUNY. In this project, Spanish heritage language learners (HLL) became producers of authentic teaching and learning materials for second language (L2) Spanish learners.

The article discusses Artificial Intelligence (AI) as a disruptive power, i.e., a power that – as the dictionary SSKJ states – “because of its otherness, its visionary conception in relation to the status quo, acts boldly and unexpectedly”. At the beginning of the paper, the theoretical background of AI tools is presented, along with some examples of the potential and problems of their use in foreign language teaching. The use of AI-powered tools in foreign language teaching must be thoroughly considered, researched, and regulated at national and supranational levels – e.g., the ethical aspects of using AI in teaching, intellectual property, data protection, and the actual impact of AI-assisted learning. Beyond these challenges, it is worth highlighting, exploring, and, above all, exploiting the potential of AI-based tools and the potential and constructive use of these tools in and for foreign language teaching. In the second part of the paper, the selected AI-based tools suitable for foreign language teaching are briefly presented and analysed through a use case. The advantages and disadvantages of these tools and their use for language learning, chatbots (including ChatGPT), AI-based tools for writing and text proofreading (grammar and spelling), and machine translation tools are illustrated using examples. Despite the advantages, disadvantages, and problems that the use of AI-powered tools entails, the paper aims to highlight their benefits and potential with regard to optimizing users’ — i.e., teachers and learners – time, and, above all, we want to encourage their constructive use.

ABSTRACT Typical resultative constructions in English are unavailable in Brazilian Portuguese (BP) and in Romance. This fact has been attributed by previous studies to different event-framings, following the Talmian view. English would illustrate the satellite-framing pattern, whereas Romance would illustrate the verb-framing pattern. Literature in BP has mainly focused on describing properties of different sentences similar to resultatives of the English type. A large part of the debate has been devoted to answering whether these can be classified as true resultatives. Much less attention has been dedicated to a proper description of the framing patterns in BP. This paper fills in this gap and, by doing so, argues that BP admits both framing patterns. The v-framing pattern is highly productive, exemplified by numerous complex parasynthetic verbs that entail a result. The s-framing pattern is marginal, illustrated by a small sample of modified resultatives and verb-particle constructions. This paper supports the framing analysis, but recasts its merits in light of new connections established among (apparent) resultatives in BP.

ABSTRACT This paper discusses the benefits of information and communications technology (ICT) in the contextual target situation analysis at a distance to design online critical English for academic purposes (CEAP) courses. A contextual investigation of the publishing process of high-impact journals in computer science is presented, which is aimed at identifying issues that might influence the publication of Brazilian researchers’ papers. The beliefs and experiences of Brazilian authors in the aforementioned process were analyzed through electronic questionnaires and remote interviews. Moreover, research articles’ reviews were studied to identify the community´s criteria for accepting or rejecting papers. Via ICT, a wider contextual analysis was possible with participants located in different parts of the world. Results provided relevant information about researching and publishing in the field, which may substantiate the design of tasks aimed at improving students’ critical academic literacy. For developing continental countries such as Brazil, saving time and resources through ICT in CEAP courses’ design means the possibility of investing in a more relevant instruction, which better attends to students’ contextual needs and wants.

The present paper focuses on the travel notes by Michel Vieuchange (1904-1930), a young Frenchman who decided to reach Smara, a holy Muslim city located in the middle of the desert, to describe it, and to draw a map. His notes are to be analysed through the prism of autobiogeography. The term used by Michel Collot means telling your life through the places that has affected you. In the case of Vieuchange’s notes the geographical descriptions intervene with the description of the personality of the traveler and form a whole. The paper shows that three cities, Tiznit, Tigilit and Smara, mark three stages of the travel and correspond to different aspects of Vieuchange’s personality.

This paper is made in continuation of the article of Fabrice Marsac, Witold Ucherek and Magdalena Dańko “De l’infinitive de perception dans la pratique traductologique” (Studia Romanica Posnaniensia 46/1, 2019); both papers fall within the framework of the bilateral Polonium program “On the translation of French perception structures into Polish” (n° PPN/BIL/2018/1/00181), implemented and financed by the Polish National Agency for Academic Exchange (NAWA), the French Ministry for Europe and Foreign Affairs (MEAE) and the Ministry of Higher Education, Research and Innovation (MESRI). In the present case, we intend to report on the content and progress of the part “multi-dimensional labelling” of this long-term French-Polish project. Therefore, we describe the formal encoding of structures, categories and functions of the items in the large multi-label corpus (French-Polish) we have been collecting since 2019.

The paper presents an explorative study regarding the relation between multilingual pedagogies and language aptitude, a complex construct associated with metalinguistic awareness and cognitive processes, which predict the capacity of learning a foreign language. We administered the LLAMA test to 67 lower secondary school students in Italy, divided into two groups: the target group had been regularly exposed to éveil aux langues (awakening to languages) and translanguaging practices, with explicit focuses on crosslinguistic reflection, for the prior four years; the control group has been exposed to regular monolingual instruction. Results show that the target group achieved a better score in two LLAMA sub-tests (sound-symbol correspondence task and grammatical inferencing task). A composite pattern of correlations and predictors regarding the influence of Italian competence and English competence are also analysed and disentangled. Finally, the paper discusses the implications of these results in terms of research and educational perspectives.

This paper arises from the subject Errors in Spanish as a Foreign Language, taught in the Master of Teaching Spanish at Masaryk University of Brno, Czech Republic. Its main objective is to show how the analysis of lexical errors can be used as a tool in the training of non‑native teachers of Spanish, in this case, Czech and Slovak. To achieve this goal, firstly, the paper presents a brief review of the trends that have investigated errors in foreign language learning, such as contrastive analysis, error analysis and interlanguage studies. Secondly, it analyzes a corpus of texts written by learners of Spanish according to the error analysis methodology (Corder, 1967), as an activity for the Master students. Thirdly, it shows a typological classification of different lexical errors found in the texts and it reflects on the possible connection between mistakes and teaching methodology. Based on the results of the analysis, the paper discusses the usefulness of the analysis of these errors not only for the training of non‑native teachers of Spanish as a foreign language, but also for a better understanding of vocabulary teaching.

The paper is concerned with some aspects of politeness in the request act by the pragmatic connotations of syntactic structures in Hindi and Persian. Considering the role of politeness as an explanation for the deviation from the Grice’s cooperative principle, the main question of the paper is whether Leech’s maxims of politeness operate on the syntagmatic and paradigmatic relations and whether there is any hierarchy in their manner of application. To answer the abovementioned question the main hypothesis of the research posits that Leech’s maxims of politeness have a structure of hierarchy in both Persian and Hindi. Considering the Pandharipandes' (1979) hierarchy of the degree of politeness proposed for Hindi, this paper aims to develop a similar hierarchy of the degree of politeness for Persian and to analyze the Leech’s maxims operating in the respective hierarchies of politeness. The general theoretical framework adopted for the present study is based on Lakoff (1972), and Leech (1980). Whereas the findings of this research indicate a hierarchy in Hindi and Persian at the syntagmatic planewith regard to their respective Leech’s maxims,no such hierarchyis detectable for paradigmatic relationwhichholds good for all types of social situations.

This paper discusses those metadiscourse techniques that help develop learners’ communication skills in university courses of English for Academic Purposes (EAP). Firstly, the theoretical framework of the concept of metadiscourse (Hyland 1998, Mauranen 1998&2000, Swales 2001, Thompson 2003) is revised and then applied to those language strategies for effective communication which are covered by current bibliographical references on academic listening and speaking in these courses. In the second part of the article, an empirical analysis illustrates how metadiscourse in EAP monologic speech is targeted to enhance both the cognitive (Wilson & Sperber 1998) and interpersonal aspects of language use (Ventola & Mauranen 1991, Johns 1997, Hyland 2000). The third part of the paper details experimental research concerning suitable pedagogical procedures for teaching/learning spoken metadiscourse through a genre-based approach (Ferguson 2002). The article concludes with a reflection on the need to approach tertiary education syllabuses from the perspective of a social theory of language and communication.

This paper uses multimodality to study communication. Communication does not only depend on language but also includes other modes, such as image. This paper focuses on advertising as it commonly uses multimodality to help it convey messages better. It studies two Malaysian commercial bank brochures and their use of image and language in print media to inform about and promote banking products to consumers. This suggests that both modes contribute to the communicative purposes of advertising. Two modes could deliver similar meanings to consumers differently and improve or strengthen the meanings of another mode. This paper tries to see the cooperation between image and language to create coherent brochures that interest consumers. It discusses several aspects of the image and language used to expose the messages both seem to convey. It then discusses the possible relations image and language have with each other. This paper argued that both image and language induce consumer interest in the product.

In this paper the role that prosody plays in oral narratives will be analysed drawing on Wennerstrom (2001) framework on prosody in discourse analysis. For this paper, I will use the recording of several topic oriented qualitative interviews in which the speakers had to expose her ideas about their beliefs and attitudes towards Basque national identity. These interviews followed a protocol in which the subjects had to answer questions about different aspects of national identity, these questions were grouped around several thematic areas (question sets) following De Cillia et al. (2000) methodological approach. This analysis will show how the argumentation in “narratives of national identity” is not only organized lexicogramatically (as in De Cillia 2000 analisis of narratives of national identity) but also prosodically by the use of high pitch accents to “highlight” certain ideas, and low pitch accent to “background” others. I will also observe how deictical elements aligned with prosody serve to systematise the structure of discourse, and how evaluative language, e.g epistemic modality (Palmer1986, Simpson 1993) lined up with prosody serves to emphasise or diminish the point of view of the speaker’s. In this sense, evaluative lexical items align with high pitch accents the moment the speaker desires to highlight the truth value of the proposition. However, they can also be backgrounded when they are embedded in ideas that are peripheral to the main ideas or in parenthetical. Besides this the speaker employs prosody to emphasize loaded lexical items or words that contribute to the climactic essence of the narration. Therefore prosody helps in the expression of subjectivity and directly in the modalization of speech. In essence, this research can enlighten the study of intonation in discourse analysis.

In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in linguistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.

This paper deals with auxiliary verb constructions in Romance, in particular with those that exhibit two auxiliary verbs ‘have’ and ‘be’ which alternate, in many Italo-Romance varieties, within one and the same paradigm. It is argued that such an intra-paradigmatic distribution represents a special kind of grammaticalization, traditionally referred to as morphologization. Two aspects are discussed. First, a morphological approach to such ‘mixed paradigms’ is advocated, the main claim being that in order to explain the distribution of the two auxiliaries within the paradigm, one has to make essential reference to paradigmatic structure rather than to the intrinsic featural composition of the auxiliaries (along the lines of paradigmatic approaches reviewed in Blevins 2016). Second, it is shown that these mixed systems, although they often represent “delicate transitional stages” (Loporcaro 2014: 56, n. 8), also display interesting diachronic convergence typical of various stem alternation patterns, famously referred to as morphomes (cf. Maiden 2018). The paper draws on a dataset that is currently being put together in order to become, in the future, a large database of mixed perfective auxiliation systems. Some space is thus devoted to the description of the main parameters of this project, called ‘MIXPAR’.

This paper explores the strategies chosen by Australian learners of Italian when performing emailed apologies in Italian. Through a modified discourse completion task, 42 participants produced a total of 317 emails. This paper presents an adapted typology of these emailed apologies in Italian which, while drawing on previous literature, has been tailored to be more specific to and therefore more effective in the analysis of the data collected in this project. It was found that the apology act as performed by Australian learners of Italian consists of two principal components, the apology and the repair, the latter of which is optional but is usually included. In addition, supportive strategies can be included prior to or following either of these components to strengthen the illocutionary force of the apology act. The analysis also evidenced that while a broad speech act structure can be identified, the apology act is a complex phenomenon which can be performed with great variation.

This paper identifies causes of grammatical borrowing and related grammatical phenomena in L1 English L2 Czech immigrant speech. This study contributes to the literature on causes of grammatical borrowing and considers key ideas including social pressure (Thomason and Kaufman 1988), cognitive pressure (Matras 1998; Sanchez 2005) and gap filling (Campbell 1993). Thirteen semistructured interviews were conducted. Participants were affected by social pressure and cognitive pressure surrounding their language use, whether it acted as a driving or inhibiting factor in terms of grammatical borrowing. Participants also engage in borrowing akin to “language play” (Porte 2003: 116) with those close to them; it is a conscious choice to borrow in these cases and it usually represents matter (MAT) (Matras and Sakel 2007) borrowing (Castle 2021a). This paper proposes a new model which considers both conscious and subconscious borrowing whilst also considering factors inhibiting the possibility of borrowing.

This paper aims to analyze the social representations of women in Portuguese Textbooks (LDP) distributed in high school programs of state schools and selected based on the Guide of the National Textbook Program (PNLD) 2018. To this end, we draw from the field of Discourse Analysis, more specifically, from Foucault’s postulates (2009, 2011, 2013, 2014, 2016) in dialogue with the notion of “gender identity”, by Louro (1997, 2008). The corpus of analysis is comprised of visual-linguistic texts collected from the three most chosen collections of high school textbooks by schools of Minas Gerais State. Based on the analyses, we found that the corpus presents visual-linguistic texts that foster possible questions about normalized gender representations for women. However, we could perceive that most of the scenes portray previously normalized roles based on the traditional model of asymmetric gender relations. Therefore, in this paper we present other interpretations of the visual-linguistic materialities of LDPs, outlining possible practices of sexism confrontation in Portuguese language teaching and learning.

The aim of this paper is to show empirically, albeit in an indirect manner, some aspects related to language development and knowledge construction, in the frame of the relations between thought and language proposed by contemporary philosophy and by systemic functional linguistics (SFL). To do this, we compare two versions of the same two texts, produced by university students as part of an explicit genre-based learning process, and argue for an evolution of their cognition. Different stances of contemporary philosophy, socio-historic psychology and cognitive studies are revised as part of the conceptual framework, along with the language-based pedagogy proposed within systemic-functional linguistics. Based on this theoretical revision, two teaching-learning experiences informed by this genre-based pedagogy and SFL discourse analysis methodology are presented. These experiences offer some achievements in the direction of the goal of the paper. We propose that students evolve in the construction of knowledge and, hence, in the development of thought, through the development of their writing competences, achieved by the application of genre-based teaching for written discourse. Therefore, based on the experience and the theoretical base proposed, evidence is provided for the hypothesis of cognition of the world as a human faculty constituted by the development of language.

Based on data from the GRAAL group's questionnaire on remote teaching, caused by the Covid-19 emergency as reported in Conti (2021), oral production practice was neglected by both high school and college students. The aim of this paper is to reflect on how to promote and sustain speaking from the beginning of the language learning process, during in-person, remote and/or hybrid teaching. The framework presented indicates task-based language teaching (TBLT) as an effective approach to help learners participate in successful communication. The paper provides: 1. an overview of current literature on the subject; 2. applicable examples integrated with Flipgrid; 3. data analysis of students’ performance.

The paper investigates the process of textbook adaptation from Portuguese to Brazilian Sign Language by treating textbooks as a pedagogic support which mirrors our educational culture. More specifically, it aims at reviewing the literature widely accepted as relevant to the topic. The paper is grounded on a framework — Basso (2003), Souza (2015), Moses, Golos e Holcomb (2018), Krusser (2017), Munakata (2016), Ramos (2013), Miranda (2010, 2019) and Silva et al. (2013) — which explores specifically pedagogic materials dedicated to deaf children. It goes on to offer some reflections on the following themes: the relation between schools and didactic materials adapted to Brazilian Sign Language; the introduction of Information and Communication Technologies (ICT) to the school environment; the way students read adaptations, and how adaptations to Brazilian Sign Language can build meanings as it becomes a new mode for reading. Lastly, the paper presents future possibilities for adapted didactic materials as they are described by relevant publications in the field.

Based on data generated for an ethnographic research carried out in 2018 - which aimed at comprehending how literacy practices developed in Portuguese lessons delivered to senioryear students of a public high school dialogue with literacy practices in which such students participate outside school -, this paper proposes to present and discuss the concept of “culturally hybrid zones”. The proposal discusses Erickson’s concepts of “cultural borders” and “cultural boundaries” and is grounded on Bakhtin’s notion of textual “hybridization” as well as on Bhabha’s understanding of “cultural hybridity”. In order to achieve the goal, this paper analyzes reading and writing activities taught in the classroom that was observed, and literacy practices produced by students outside school. The outcomes show educational practices more and less responsive to the students’ linguistic culture. The conclusions point out the possibility and the urgent need of establishing critical dialogues between linguistic knowledge that is traditionally taught in school and the knowledge that is built/utilized by students in other social instances

This paper reports on a doctoral research project, carried out by the first author under the supervision of the second one, whose original focus was on elaborating a first draft of a written code of ethics for Brazilian language teachers. Even though this project was initially conceived to elaborate such a draft in light of some European ethics perspectives, as the proponents were generating data with the research participants, it became evident to them that the European-centered worldview would not properly address the struggles and needs of Brazilian language teachers. Two instances of colonial seeds becoming decolonial flowers are then introduced. The first one relates to the conception of the research project and the data collection; and the second, to the analysis itself. It does not take a village to fail, but it certainly takes one to face it in the way described in this paper. In a highly competitive context as the academia is, time to fail and to reflect upon it would seem to be nonsense to a vast number of scholars. The paper ends with reflective questions to be locally and creatively answered by scholars and teachers from the language education arena.

This paper discusses two topics which are very popular nowadays among the academics dealing with foreign language teaching, namely: intercultural competence and pragmatic error. The author notes the fact that those two notions appear separately, because the starting points for discussing them are usually different fields of science. The aim of the paper is to demonstrate that on one hand the two notions need to be treated uniformly, and on the other, that the pragmatic error should be included in error classifications which are references for both the authors of handbooks as well as people educating future teachers. For that purpose, the author defines intercultural competence, presents various approaches to error and its classification in teaching, and then explains what pragmatic error is and describes its linguistic characteristics.

This paper deals with Polan’s work Court Regulations which represents the actualisation and amendment of legal information described in the Law Book of Meissen, which was a very important document in the field of administration and law in Olomouc between 1390 and 1709. Since Polan’s document has not been examined profoundly, the aim of this article is to introduce his idiolect as the author of the Court Regulations, with a particular focus on its modern phenomena which illustrate how unifying tendencies gradually gained ground in Early Modern High German. Some dialect phenomena are pointed out which reveal the author’s origin or places where he had lived before. It is concluded that the language of the Court Regulations corresponds with the writing practices of the Olomouc municipal office of that time. It is shown that Jindřich Polan, who hailed from the east middle German language area where he had studied and worked for several years, was able to effortlessly adapt his way of writing to the writing practices of the Olomouc municipal office. However, as also pointed out in the paper, there still remain some aspects of his work that do not seem to correspond entirely to the writing practices of the Olomouc municipal office.

This paper delves into the intriguing phenomenon of mesoclisis in Old Occitan. Mesoclisis, the insertion of an object clitic pronoun within the verbal form rather than before or after it, is explored particularly within the context of future and conditional tenses. While mesoclisis is evidenced in both the future and conditional tenses in Old Catalan and Old Spanish, in Occitan, it is exclusively observed in the future tense. Notably, all clitics may feature in this construction, with a higher prevalence observed in the first person singular, especially with class I verbs. Furthermore, there appears to be a lexicalized association with verbs of speech, likely due to discourse-related factors. This investigation not only sheds light on the differential grammaticalization between the future and conditional tenses but also unveils an intermediate stage in their grammatical evolution, bridging the gap between Catalan and French linguistic contexts.

The topic of this paper is represented by the translation of French contracts through functional equivalence. In the first part of the study, we present the avatars of the concept of equivalence in Translation Studies, the notion of dynamic equivalence introduced by Eugene Nida and the functional equivalence principle, theorized by Katarina Reiss and Hans Vermeer. We also analyze the concept of equivalence in relation with legal translation and we emphasize the normative nature of the legal text and the importance of adequacy in translation. The second part of the paper is represented by the contrastive analysis of translation difficulties implied by French contracts. Such difficulties pertain to two classes: they may be terminological or discursive. We also propose translation solutions based on the functional equivalence principle.

This paper presents a phenomenon that has attracted little attention despite being relatively frequent and very productive in spoken language. The aim of this study is to prove that the ‘ADJ as NOUN’ frame, which is commonly used to form comparative phrases and similes, is also employed to intensify the meaning of predicative adjectives in both English and Czech but without the element of comparison. This study analyses data from two spoken corpora; the Spoken BNC2014 for English, and ČNK — ORAL_v1 for Czech. The corpus data serve as evidence confirming the existence of this pattern as a distinct entity with its own functions alongside being used in comparisons and similes. The results further show that both languages display semantic incongruence between the adjectives and nouns co-occurring in this structure. However, each language uses nominal elements from different lexical fields. Finally, the paper discusses potential issues of interpretation and the general motivation behind the usage of intensifying post-modification.

In the last decades much research has been carried out on discourse as a form of social practice from the Critical Discourse Analysis perspective. The Vienna school of CDA led by Wodak and her associates has developed a discourse-historical approach to discourse which investigates the linguistic construction of national identities through a method of description and analysis which posits three categories –topics, strategies and linguistic devices– employed in the construction, perpetuation, transformation and dismantling of nations and national identities. Following this approach, the present paper aims to analyse the linguistic construction of Catalonia’s present and political future in a corpus of public discourse fragments produced by Catalan pro-independence leaders and activists during the so-called Catalan crisis. The analysis reveals that the linguistic construction of the Catalan present and political future relies on constructive, justification and dismantling strategies that seek to support self-determination and construe Catalonia as an independent Republic.

This paper focuses on Frame-based Terminology (FBT), a theoretical framework based on cognitive premises that underpin the representation of specialized objects and events. It demonstrates that specialized semantic frames can be inferred from lexical schemas and semantic annotation. This research used corpus techniques to collect data for the representation of multilingual semantic frames. The research focuses on deforestation within the domain of Environmental Science. The methodology involves the encapsulation of corpus queries and semantic annotation to guide the creation of specialized frames associated with the deforestation event. Although the creation of frame-based terminological resources can be time-consuming, our results show that it is facilitated by the use, of e-tools that extract the arguments of specialized predicates, which are often immersed in complex syntactic constructions.

This study analyzes the integration of the Arabic dialectal loan wesh into the French language and the language habits of the French. Through the suburban language commonly defined as "slang" and hip hop culture, particularly rap, this borrowing has undergone several important semantic shifts and numerous graphic variants. The various definitions of this term in the Petit Robert 2023 (paper version) and the Wiktionnaire (online), as well as statistical research in Internet corpora, reveal evolutions, linguistic variations and trends generated essentially by sociolinguistic functions.

Ophelias Zimmer / Ophelia’s Room is a feminist spin-off of Shakespeare’s Hamlet. It retells the famous story of the Prince of Denmark from Ophelia’s perspective and questions issues about the plot that are taken for granted – first and foremost, the reasons that led to the girl’s death. As it will be shown in this paper, the play tells the story of Hamlet not only from Ophelia’s viewpoint, but also from her ‘earpoint’ and thus defies ocularcentric theatre semiosis and builds a soundscape capable of denouncing the patriarchy even more effectively than both visual and linguistic elements. In this paper, Ophelias Zimmer / Ophelia’s Room will be analysed using emerging theories on ‘theatre noise’ to demonstrate the dramatic and semiotic value of the play’s silences, sounds, noises, embodied sounds, and musicality.

The 2018 Super Bowl Commercial of the Budweiser Beer is entitled “Stand by You” and revolves around the pluriannual Water Donation Program of the Anheuser-Busch brewing company. The video features images of the employees of the Budweiser Cartersville, GA brewery organizing the emergency drinking water delivery with the help of American Red Cross, its partner in such disaster-relief efforts over the past 30 years. The images are accompanied by a cover of the 1961 Ben E. King iconic song “Stand by me”. Adopting a socio-semiotic multimodal perspective, the paper aims at analyzing the meaning-making construction of the video in its YouTube contextualization. In detail, the focus of the paper is to understand how the sound and the lyrics of the cover, with their cultural, linguistic and semiotic layers of meaning, constitute the semiotic entry point in the narration and create the soundscape for the framing of Corporate Social Responsibility.

The paper deals with Italian helping verbs (modal, aspectual, causative verbs) and light verbs which form complex predicates and with the rules that guide its use in Italian descriptive grammars published in Italy between 1953 and 2005. The author shows that those forms in both – traditional and contemporary Italian descriptive grammars are treated at the level of word classes whereas it could be more appropriate to discuss them as clause elements as they form complex predicates. In our opinion this way of describing such verbs is due to the tradition in Italy to focus on a form and not on function of an element. What is more, Italian grammarians tend to omit in Italian descriptive grammars noun predication and the role of semantic predicate (n pred.). The goal of the paper is to present the advantages of an integrated approach to helping verbs (modal, aspectual, causative verbs) and light verbs in modern Italian. The author emphasizes its importance for contemporary Italian FL syntax teaching

The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.

This paper deals with, in a diachronic perspective, the Italian verb-noun compounds of the type portalettere and covers the time span that goes from the Origins well into the beginnings of the Twentieth century. On the basis of a rich dataset drawn from diachronic corpora and lexicographic sources, the article presents the history of this word-formation process, emphasizing the semantic and categorial nature of these compounds. The main claim is that the current semantic variability (person, instrument, event, period of time etc.) has always been available in the linguistic history of Italian as well as, to a minor extent, the categorial ambiguity by which VN compounds also function as adjectival modifiers. It is shown that this last function is much of a diachronic innovation. This paper, which stems from the theoretical premises of Construction Morphology, reveals that the productivity of the Construction [V-N]A|N is due to both the semantic and formal flexibility shown from the earliest attestations of the language, and to the productivity of some semi-specified subschemas, which have served as models for the creation of new VN compounds, especially over the past few decades.

The present paper is aimed to analyze how certain concepts of political identity are translated into poet-ics of identity in contemporary Spanish narrative. The analysis covers four novels published since 1998, written by Spanish authors and which achieved high rates of sales and positive critical recognition. The study was not limited to specific immigrant groups in order to reflect a variety of experiences and political positions represented in the texts. The paper is a study of the image and functions of immigrant characters in selected Spanish novels of the last three decades: Háblame, musa, de aquel varón (1998) by Dulce Chacón, Ventajas de viajar en tren (2000) by Antonio Orejudo, Cosmofobia (2007) by Lucía Etxebarria and En la orilla (2013) by Rafael Chirbes. Sociologists and psychologists indicate three main classes of negative attitudes towards immigrants (citizen insecurity, threat to cultural identity and competitiveness in obtaining resources). Within this context the article aims to determine to what extent the literary representations of immigrant characters constitute reproductions or transgressions of culturally prefabricated images of the Other and explores the different narrative and ideological functions these characters play. The paper also studies the presence of discourses that support social exclusion of immigrants and the means of subverting them.

The conjunction como si select usually in the subordinated adverbial clauses (modal, conditional and comparative) the tenses of the subjunctive mood cantara / cantase and hubiera / hubiese cantado. However in some papers is mentioned the possibility of the construction of como si with the tenses of indicative mood. This paper contains the analysis of the modal selection after como si and, particularly, the possible substitution of subjunctive by the indicative tenses. The analyses is realized on the ground of the corpus of Real Academia Española (CORPES XXI, CREA, CREA. Versión anotada).

This paper is an attempt to develop a design-oriented approach to ELT coursebook evaluation, with a particular focus on the internal organization of coursebook units at both intra-unit and inter-unit levels. We believe that looking at coursebooks from the position of the materials designer sheds some additional light on ELT coursebook evaluation. The design-oriented approach to ELT coursebook assessment proposed in the paper goes well beyond the immediate, and often superficial, ‘check-list’ methods commonly used to help teachers select coursebooks. In other words, the design-oriented approach to ELT coursebook assessment enables teachers an insight into ‘the architecture’ of textbooks. On this ‘journey to the centre of ELT textbooks’, we try to highlight how language teaching materials have been resolving the conundrum of the dynamic combination of the What (content), and the How (pedagogy/methodology). In presenting a materials design process, we start off with the assumption that there has always been a broad basis of theoretical and pedagogical notions that can inform the content and organization of ELT coursebooks, and upon which coursebook writers can build when designing instructional materials. The article then discusses three stages of the design process, offering a more detailed analysis of the complex issue of unit structure at intra- and inter-unit levels. We explore different formats of unit structure, its components, ways of creating coherence throughout the unit, and its underlying methodology/pedagogy. The last point prompts the conclusion that today’s ELT materials are produced in response to a perceived market demand that is often at variance with the latest theoretical developments in ELT.