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Abstract: Authors from different countries have published their papers in English, aiming to promote their research results widely and to become internationally known by their peers. It is also true that, although they are aware of the English terminology used in their respective field, some authors still struggle with some features of academic writing such as collocations. Thus, this paper presents a discussion on the underuse and overuse traces of academic collocations by Brazilian authors who had their articles published in English on an open electronic library of scientific journals. In order to analyse the collocations used by these researchers, we compiled a 906,035-word corpus from eight different academic areas. The collocations observed were statistically compared to those from an academic corpus of English writings which contains texts produced by English-speaking authors. Results showed that there are more collocations underused than overused by the authors. The analysis proved that the collocation repertoire of researchers could be broadened by being pointed out during academic writing workshops. Keywords: academic collocations; research paper writing; corpus linguistics. Resumo: Autores de vários países têm publicado seus artigos científicos em inglês com o intuito de promover amplamente os resultados de suas pesquisas dentre a comunidade científica internacional. É verdade que, embora estejam cientes da terminologia utilizada no respectivo campo de pesquisa, alguns autores ainda apresentam dificuldade em lidar com certas características da escrita acadêmica, como o uso das colocações. Este artigo apresenta uma discussão sobre traços de sobreuso e subuso de colocações acadêmicas utilizadas por autores brasileiros que têm seus artigos publicados em inglês numa plataforma eletrônica aberta de artigos científicos. Para analisar as colocações utilizadas por estes pesquisadores, compilamos um corpus de 906.000 palavras a partir de oito áreas científicas. As colocações analisadas foram comparadas estatisticamente com as colocações de um corpus acadêmico de inglês que contém textos escritos por autores anglófonos. Os resultados mostraram que há mais traços de subuso que sobreuso de colocações acadêmicas utilizadas pelos pesquisadores e este repertório poderia ser ampliado se fossem destacadas durante cursos de escrita acadêmica em língua inglesa. Palavras-chave: colocações acadêmicas; escrita de artigos científicos; linguística de corpus.

This paper includes an analysis of academic papers that focus on cultural aspects written by MA students in the ‘Teach & Learn in Spain’ program at Instituto Franklin-UAH. The percentage of academic papers focusing on cultural aspects written by these students who acted as Language Assistants (LAs) in bilingual schools in Spain is quite high. This suggests the importance of the cultural component in the teaching of English as a second language and their high level of sociocultural awareness. Thus, this paper has several objectives: a) to determine the existence of a specific sociocultural awareness in research papers; b) to identify the cultural aspects that were considered essential by the LAs in this program and show the strategies used to provide information; and c) to compare findings considering the theoretical background. The method will rely on a mixt approach considering quantitative and qualitative analyses and will be specific for each of the objectives.

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.

Resumo: Este artigo se propõe a analisar três tipos de estruturas sintáticas com o verbo acabar em português do Brasil: aquelas com o verbo acabar seguido de oração cujo verbo está no gerúndio (eu acabei escrevendo o artigo); aquelas em que o mesmo verbo é seguido de preposição por e oração infinitiva (eu acabei por escrever o artigo); e aquelas em que o verbo é seguido de um CP finito (acabou que eu escrevi o artigo). As três estruturas veiculam um sentido próximo: um conjunto de circunstâncias ou eventos subentendidos ou mencionados no contexto culminam ou causam o evento expresso pela oração que segue o verbo acabar, e nas três construções o verbo acabar comporta-se como típico verbo de alçamento. O trabalho defende que, no contexto sintático desses três tipos de complemento frasal, o significado da raiz do verbo acabar inclua um superevento, chamemo-lo S, que reúne o conjunto de circunstâncias ou eventos referidos acima, e estabelece que tal conjunto culmina ou causa o evento (ou um estado resultante ou associado a tal evento) veiculado pela oração complemento. O texto também mostra que os diferentes complementos frasais podem estabelecer relações temporais distintas entre a culminação do superevento S e o tempo do evento expresso pela oração subordinada, e também têm propriedades sintáticas distintas, como a possibilidade ou não de topicalizações ou focalização contrastiva dentro da oração subordinada, em sua periferia esquerda. Palavras-chave: verbos aspectuais; verbos alçamento; semântica temporal; periferia esquerda. Abstract: This article aims to analyze three types of syntactic structures with the verb acabar in Brazilian Portuguese: those with the verb acabar followed by a gerund clause (eu acabei escrevendo o artigo – I ended up writing the paper); those in which the same verb is followed by the preposition por and an infinitive clause (eu acabei por escrever o artigo – I ended up writing the paper (I finished for write the paper)); and those in which the verb is followed by a finite CP (acabou que eu escrevi o artigo – I ended up writing the paper (finished that I wrote the paper)). The three structures convey a close meaning, which includes a set of circumstances or events implied or mentioned in the context that culminates or causes the event expressed by the clause following the verb acabar, and in the three constructions the verb acabar behaves as a typical raising verb. The work argues that in the syntactic context of these three types of phrasal complement the meaning of the root of the verb acabar includes a superevent, let us call it S, which brings together the set of circumstances or events referred to above, and establishes that such set culminates or causes the event (or a state resulting or associated with such an event) conveyed by the complement clause. The paper also shows that the different phrasal complements can establish distinct temporal relationships between the culmination of the superevent S and the time of the event expressed by the subordinate clause, and also have distinct syntactic properties, such as the possibility of topicalization or contrastive focusing within the subordinate clause, in its left periphery. Keywords: aspectual verbs; raising verbs; tense semantics; left periphery.

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.

Resenha do livro "Panoan language and linguistics", que apresenta um amplo panorama linguístico, histórico e cultural a respeito do conhecimento produzido sobre as línguas da família Pano.

In this interview João Luís Lisboa talks about the History of the Book as a discipline, and about the forms and uses of books.

RESUMEN: El objetivo de este trabajo es comparar las novelas latinoamericanas sobre la piratería del siglo XIX con las novelas sobre el narcotráfico del siglo XX para demostrar que los negocios del crimen organizado crean su propia soberanía yuxtapuesta a la soberanía estatal y que tanto los piratas como los narcotraficantes están en la constante renegociación de su relación con el Estado. Las novelas que se tomarán en cuenta son: del siglo XIX, El filibustero (1864), del escritor mexicano Eligio Ancona, y Los piratas en Cartagena (1886), de la escritora colombiana Soledad Acosta de Samper; del siglo XX, Contrabando (1991), del escritor mexicano Víctor Hugo Rascón Banda, y La Virgen de los Sicarios (1994), del escritor colombiano Fernando Vallejo. El trabajo se divide en dos apartados; el primer apartado trabaja la relación entre los piratas y narcotraficantes con el Estado. Se discuten las actitudes de los escritores de la época hacia el Estado y las implicaciones de los actores estatales en el negocio ilegal. El segundo apartado discute la existencia de las soberanías yuxtapuestas que se representan a través la creación del imaginario social de la piratería y del narcotráfico. Partiendo de los recursos históricos y políticos sobre la piratería y el narcotráfico, este trabajo pretende crear un ambiente interdisciplinario para discutir el crimen organizado en la literatura y su influencia política en la sociedad. Palabras clave: la piratería, el narcotráfico, la soberanía, el Estado, la ambigüedad, la literatura instrumental ABSTRACT: The aim of this paper is to compare 19th-century Latin American novels about piracy with 20th-century novels about drug trafficking in order to demonstrate that organized crime creates its own sovereignty juxtaposed with state sovereignty and that both pirates and drug traffickers are constantly renegotiating their relationship with the state. The literary corpus from the 19th century includes El filibustero (1864), by Mexican writer Eligio Ancona, and Los piratas en Cartagena (1886), by Colombian writer Soledad Acosta de Samper; from the 20th century, Contrabando (1991), by Mexican writer Víctor Hugo Rascón Banda, and La Virgen de los Sicarios (1994), by Colombian writer Fernando Vallejo. This paper is divided into two sections; the first section deals with the relationship between pirates and drug traffickers and the State. It discusses the attitudes of the writers towards the State and the implications of the State actors in the illegal business. The second section discusses the existence of juxtaposed sovereignties represented through the creation of the social imaginary of piracy and drug trafficking. Drawing on historical and political resources on piracy and drug trafficking, this paper aims to create an interdisciplinary environment to discuss organized crime in literature and its political influence on society. Keywords: piracy, drug trafficking, sovereignty, State, ambiguity, instrumental literature

Resumo: À semelhança do que fez Cantoni (2013) para o sistema de acento do português como um todo, proponho neste trabalho uma explicação diacrônica para o fato de os verbos terem acento móvel e os não verbos terem acento fixo em português. Adoto uma perspectiva diacrônica, considerando, como proposto nas abordagens de sistemas dinâmicos, que o conhecimento do estado inicial de um sistema nos ajuda a entender seu estado atual. Nesse sentido, examino os paradigmas flexionais de substantivos latinos e as mudanças que ocorreram desde o latim até o português com o intuito de verificar em que medida essas mudanças morfológicas acabaram determinando características do sistema acentual do português. Em sua grande maioria, os substantivos apresentavam deslocamento do acento em seu paradigma em latim. Como é demonstrado neste trabalho, no entanto, o acusativo era o único caso em que praticamente não havia deslocamento de acento em latim do singular para o plural. O fato de o acusativo ter sido o caso lexicogênico do português, isto é, o caso cujas formas deram origem aos substantivos e adjetivos correspondentes do português, acabou tendo como resultado a imobilidade do acento nos não verbos. Ele era o caso de realização mais frequente e, como seria de se esperar numa perspectiva baseada no uso, foi o único caso que sobreviveu. A seção final do texto discute ainda o fato de que as mesmas mudanças diacrônicas fizeram com que as vogais temáticas nominais e adjetivais nunca sejam acentuadas em português. Palavras-Chave: acento; português; diacronia. Abstract: As did Cantoni (2013) for the Portuguese stress system as a whole, I propose in the present paper a diachronic explanation for a difference between verbs and non-verbs in Portuguese: the fact that verbs have mobile stress, whereas non-verbs do not. I adopt a diachronic perspective, considering, as proposed in dynamic systems approaches, that the knowledge of the initial state of a system helps us understand its current state. Based on that, I examine inflectional paradigms of Latin nouns and the changes that have taken place from Latin to Portuguese with the purpose of assessing to what extent those morphological changes have determined characteristics of the Portuguese stress system. The vast majority of nouns showed a stress shift in their paradigms in Latin. As is shown in the present paper, however, the accusative was the only case in which there was practically no change in stress between singular and plural. The fact that the accusative was the lexicogenic case in Portuguese, i.e., the fact that nouns and adjectives in Portuguese have their forms derived from the accusative of corresponding Latin words eventually produced fixed stress in Portuguese non-verbs. The accusative was the most frequent case in Latin and, as would be expected from a usage-based perspective, it was the only surviving case. The final section of the paper additionally discusses the fact that the same diachronic changes have kept noun and adjective theme vowels from ever being stressed in Portuguese. Keywords: stress; Portuguese; diachrony.

The aim of the paper is to discover to what extent and in which respects James Fenimore Cooper’s novel The Pioneers (1823) can be regarded as the forerunner of American environmental literature, preceding thus Henry David Thoreau’s Walden (1854), which is usually considered as the foundational text. As a classification frame, the paper employs Lawrence Buell’s set of interrelated imaginative structures of ecocentric literary vision. The results of the examination indicate that out of the five imaginative structures of environmental literature, Relinquishment, Nature’s Personhood, Nature’s Face and Mind’s Eye: Seasons, Sense of Place, and Environmental Apocalypticism, all are at work and display a distinctive ecocentric orientation in the novel but with a different degree of intensity and frequency.

Resumo: O artigo discute a hipótese dos parâmetros para expressão da comparação e das construções graduais analisando dados do português brasileiro (PB). Beck et alii (2009) e Beck, Oda e Sugisaki (2004) estipulam três parâmetros: i) a língua tem predicados graduais (DSP – Degree Structure Parameter); ii) a língua tem ligação de variáveis na sintaxe (DAP -Degree Abstraction Parameter); e iii) a língua tem a posição sintática de grau preenchida (DegPP – Degree Phrase Parameter). Línguas com marcação negativa no DSP não exibem qualquer construção gradual, enquanto as marcadas positivamente exibem uma variedade de construções graduais, especialmente comparativas tradicionais com algo semelhante a “mais”. O DAP dá conta de estruturas que envolvem ligação de variáveis de grau na sintaxe, como comparativas que exibem ambiguidades de escopo. Por fim, também há a impossibilidade de se preencher o argumento de grau dos adjetivos com sintagmas de medida (cf. *2 metros alto), um fato explicado pela marcação negativa no DegPP. Mostramos que o PB recebe marcação positiva nos dois primeiros parâmetros e negativa no último. Discutimos estruturas interrogativas graduais, bem como sintagmas de medida como 2 metros de altura. O artigo conclui que essas estruturas precisam ser melhor discutidas para entendermos sua relação com os parâmetros. Palavras-chave: Semântica; Universais Semânticos; Modificadores Graduais; Orações Comparativas. Abstract: The paper discusses the hypothesis of parameters for the expression of comparison and degree constructions discussing data from Brazilian Portuguese (BP). Beck et alii (2009) and Beck, Oda and Sugisaki (2004) propose three parameters: i) the language has degree predicates (DSP – Degree Structure Parameter); ii) the language has or does not have binding of degree variables in the syntax (DAP -Degree Abstraction Parameter); and iii) the language has a syntactic degree argument filled (DegPP – Degree Phrase Parameter). Languages with negative setting in the DSP do not show any degree construction at all, especially comparative constructions with an expression like “more”. The DAP explains structures with binding of degree variables in the syntax, like comparative clauses with scope ambiguities. At last, there is the impossibility of filling the syntactic degree argument of gradable adjectives with measure phrases (cf. *2 metros alto/2 meters tall). This fact is explained by a negative setting in the DegPP. It is shown that BP receives positive setting in the first ones but negative setting in the last. It is also discussed degree interrogatives and measure phrases like 2 metros de altura “2 meters of height”. The paper concludes that these structures should be better discussed to understand their place in the degree parameter hypothesis. Keywords: Semantics; Semantic Universals; Degree Modifiers; Comparative Clauses.

This paper analyses and edits two anonymous Latin letters that help to assess the political climate in the aftermath of the Great Schism: a Devil’s letter addressed to Clement VII and a literary polished invective against Urban VI. After a brief investigation of the events that led to the outbreak of the schism, the paper compares the two letters in light of the contemporary political framework, in order to demonstrate why they qualify as propagandistic documents that present each of the two popes as a threat for Christendom and to evaluate how they exploited their literary distinctiveness to increase the strength of their political accusations. In doing so the aim is to assess the outbreak of the Schism from a viewpoint based on some distinctive strategies of political communication employed after the double election.

Grace Darling Wetherbee Coolidge’s 1917 book Teepee Neighbors is a little-known collection of twenty-nine sketches of Indian life on the Wind River Reservation, Wyoming, where she worked as a missionary from 1902 to 1910. Only recently have Coolidge’s personal papers been made publicly available by the Pioneers Museum in Colorado Springs, Colorado, allowing scholars to investigate the true contours of her life for the first time. These primary source materials shed new light on a woman who—though born to great privilege in New York City—rejected a life of leisure and wealth in favor of a subsistence existence on a remote Indian reservation, devoted to charitable acts. This paper offers the first accurate essay-length biographical treatment of Grace Coolidge. It as well analyzes selections of her Teepee Neighbors as an attempt to generate sympathy among white readers for a colonized people, the Arapaho, and to offer a critique of Euro-American society from the standpoint of the communal Indian values she encountered at Wind River. Coolidge’s project, however, is ultimately hampered by her own ethnocentrism and admitted inability to understand Indian cultures.

Resumo: O presente trabalho objetiva investigar a estrutura silábica da libras, a partir de pressupostos estabelecidos sobre as línguas orais e sobre as línguas de sinais, especialmente sobre a American Sign Language (ASL). Para tanto, na tentativa de apontar aspectos relevantes que corroboraram a compreensão da sílaba em libras, retoma-se importantes trabalhos sobre a sílaba nessa língua, como o de Cunha (2011) e o de Aguiar (2013). Neste trabalho, todavia, a base metodológica para tal análise segue o modelo fonológico MLMov (Mão-Locação-Movimento), proposto por Lessa-de-Oliveira (2012; 2019), que estabelece que a estrutura articulatória dos sinais da libras é constituída em quatro níveis hierárquicos. Objetiva-se ainda identificar o núcleo da unidade silábica da libras e descrever se há ou não funcionalidade no Princípio da Sonoridade para identificação desse núcleo. Verifica-se que um critério funcional que dê conta de identificar o núcleo silábico não seria a sonoridade, mas a obrigatoriedade. Como resultados, aponta-se que uma sílaba em libras se constitui de uma unidade MLMov, que poderá ter as seguintes combinações em sua estrutura interna: [MLMov], [ML], [MMov] ou [M]. Dessa forma, compreende-se, por fim, que o segmento presente em todas as unidades MLMov componentes de sinais é Mão, sendo esse, portanto, o núcleo silábico nessa língua. Palavras-chave: libras; fonologia; sílaba; MLMov. Abstract: In this paper, we aim to make an analysis of the syllabic structure of libras, from the assumptions established about oral languages and about sign languages, especially about the American Sign Language (ASL). Therefore, in an attempt to demonstrate relevant aspects that corroborate the understanding of the syllable in libras, important works on the syllable in this language are resumed, such as those by Cunha (2011) and Aguiar (2013). In this paper, however, the methodological basis for such analysis follows the MLMov (Hand-Location-Movement) phonological model, proposed by Lessa-de-Oliveira (2012; 2019), which establishes that the articulatory structure of libras signs is constituted in four hierarchical levels. It also aims to identify the core of the syllabic unit of libras and describe there is or there isn’t functionality in the sound principle to identify this nucleus. It is verified that a functional criterion that is able to identify the syllabic core would not be the sonority, but the obligation. As a result, it is pointed out that a syllable in libras constitutes an MLMov unit, which may have the following combinations in its internal structure: [MLMov], [ML], [MMov] or [M]. Thus, it is finally understood that the segment present in all MLMov units of sign components is Hand, which is therefore the syllabic core in this language. Keywords: libras; phonology; syllable; MLMov

Abstract: This paper analyzes the Brazilian Portuguese adjective mesmo with anaphoric reading (MOLTMANN, 1993; FERREIRA, 2010). Expanding the functional layer of the determiner phrase (e. g., CINQUE, 2010), this analysis proposes that mesmo has “pronominal” properties and that there is a specific position in the functional structure of DP/NP which hosts both possessive pronouns and anaphoric mesmo, at least in the end of derivation, and such a position is in fact a host for adjectives with pronominal properties. In the last sections the article (using tools of formal semantics: e. g. HEIM; KRATZER, 1998) presents a semantic definition for anaphoric mesmo, arguing that it is a sort of implicit comparative item (CARLSON, 1987), with a “comparison function” as part of its very definition. We propose, taking advantage of insights of the pertinent literature (ALRENGA, 2010; HEIM, 1985; LASERSOHN, 2000; among others), that the semantics of mesmo is composed of an assignment function and a function which establishes a contextual equivalence by means of the sharing of relevant properties between the referent or kind introduced by the DP with mesmo and an individual or kind mentioned in previous discourse. In the end of the paper, we briefly speculate on the semantics of what is here called “explicit” comparative mesmo (that includes a comparative CP after the noun), which, as well as the distributive mesmo (CARLSON, 1987, among others), and as this text intends to show in the following pages, is hierarchically lower, in the syntax of DPs, than anaphoric mesmo. Keywords: Mesmo; Determiner Phrase; Adjectives; Comparative Semantics. Resumo: Este trabalho analisa o adjetivo mesmo do português brasileiro com a leitura anafórica (MOLTMANN, 1993; FERREIRA, 2010). Expandindo a camada funcional do sintagma determinante (e. g., CINQUE, 2010), esta análise propõe que mesmo tem propriedades “pronominais” e que há uma posição específica na estrutura funcional do DP/NP que alberga, pelo menos ao fim da derivação, tanto pronomes possessivos quanto o adjetivo mesmo anafórico, e tal posição recebe, de fato, adjetivos com propriedades pronominais. Nas últimas seções o artigo apresenta (usando ferramentas da semântica formal: por exemplo, HEIM; KRATZER, 1998) uma definição semântica para o mesmo anafórico, defendendo que ele é uma espécie de item de comparação implícita (CARLSON, 1987), tendo uma “função de comparação” como parte de sua definição. Propomos, aproveitando insights da literatura pertinente (ALRENGA, 2010; HEIM, 1985; LASERSOHN, 2000; entre outros), que a semântica de mesmo é composta por uma função de assinalamento e uma função que estabelece uma equivalência contextual por meio de um compartilhamento de propriedades relevantes entre o referente ou tipo introduzido pelo DP que contém mesmo e um indivíduo ou tipo mencionado no discurso prévio. Por fim, o artigo especula sobre a semântica do que aqui é chamado mesmo “explicitamente” comparativo (que inclui um CP comparativo após o nome), que, assim como o mesmo distributivo (CARLSON, 1987, entre outros), e como este texto deseja mostrar nas páginas a seguir, é mais baixo hierarquicamente, na sintaxe do DP, que o mesmo anafórico. Palavras-chave: Mesmo; Sintagma Determinante; Adjetivos; Semântica de Comparativos.

Traditional storytelling has been an essential constituent of Indigenous cultures in North America, including contemporary literary production. The perception of storytelling in Indigenous theories might, however, in some aspects differ from its Western literary critical understanding. This paper outlines the conceptual frameworks which shape and are reflected in Indigenous storytelling and examines relationality as the core principle of Indigenous knowledge system. Relationality does not only represent a frequent theme in Indigenous works, but it is also manifested in their narrative structure, and simultaneously can be used for their interpretation. In addition, the paper focuses on the equal role of the storyteller and the listener in Indigenous views on storytelling, the necessity to internalize a story to derive meaning, the power and animacy of stories and the importance of this for Indigenous typologies of stories, and on the issue of cultural appropriation, which stems from the different approaches to stories and knowledge as such in Indigenous and non-Indigenous perceptions.

Resumen La morfología léxica es uno de los contenidos curriculares de la materia de Lengua y literatura castellana, ya que el conocimiento de la estructura interna de las palabras y sus procesos de formación son importantes para la mejora de la competencia comunicativa del alumnado. En este artículo se muestra la viabilidad de la incorporación de algunos conceptos y procesos de índole diacrónica en la enseñanza de la morfología léxica en Secundaria y Bachillerato. A pesar de asumir que, en toda la Enseñanza Media, el enfoque principal en el análisis de la estructura morfológica de las palabras complejas, de las relaciones entre sus constituyentes y de los procesos de formación de palabras debe ser el sincrónico, este trabajo pone de manifiesto que el empleo de la diacronía no solo contribuye a aumentar el alcance explicativo y descriptivo del plano sincrónico, sino que proporciona a los docentes argumentos sólidos para hacer reflexionar a los estudiantes sobre los hechos lingüísticos actuales que, al fin y al cabo, no dejan de ser el resultado de una evolución histórica. Abstract Due to its importance in improving students’ communicative competence, Lexical Morphology, i.e., the knowledge of the internal structure of words as well as their formation processes, is taken as part of the curriculum content of the subject “Spanish Language and Literature”. In this paper, we discuss the viability of including certain diachronic concepts and processes in the teaching of Lexical Morphology during Secondary Education. Despite the assumption that the analysis of the morphological structure of complex words, as well as the relationships between their constituents and the word formation processes should have a synchronic major focus for the duration of Secondary Education, in this paper the application of diachrony will be proven not only useful for increasing the explanatory and descriptive power of synchronic means, but also capable of providing teachers with solid arguments enabling students to reflect on current linguistic phenomena, which, after all, are results of historical evolution.

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.

The objective of this article is to perform a bibliometric analysis that helps to delimit and understand the concepts of Neuroscience and Neurodidactics, taught in higher education, for a better understanding of the different learning processes, that is, to try to explain what, how and why we learn. A quantitative-bibliometric methodology was employed using the Web of Science (WoS) database. The search was performed by filtering "subject and key terms" in both titles and abstracts of scientific papers using Boolean operators and truncations. We proceeded to work with two samples: the first one without using any kind of filter or refinement of 60 scientific papers; the second one filtering by the thematic categories with a sample of 44 scientific papers. The years of production, the sources of information, the authors and the keywords of the scientific documents were considered for the analysis of the data. From the results shown through the maps, a total of five research fronts have been inferred as the most relevant and related to the topic: neurodidactics in general; neuroscience and technology; neurodidactics and technological aspects; neuroeducation programs and pedagogy and neurodidactics. As this is a developing field of study, no major specific problems have been found, but for the time being what is obtained is a broad and general view of this area of research. Future studies that complement or expand this work could be oriented towards conducting replication research.

Henry James’s critics suggest numerous form-conscious reasons for his serpentine meaning-making aesthetics. Seeing the undecidability of James’s proto-modernist narrative on a par with that of the baroque aesthetics, this paper cites the inscribable essence of the female body in James’s materialism as one undiscussed reason. In the theories of écriture feminine or feminine writing, the female writer’s integrity with her body serves as the source of logic for the writing practice that revolts against phallogocentric conventions. In search of a concrete example for this assertion, I celebrate the content-conscious contemporaneity between James’s What Maisie Knew and New Woman writing in light of four common motifs: the psycho-ethical analysis of (1) the protagonist’s melancholic mother-daughter relationship and (2) her quest for truth paves the way for the essentialist insight into (3) the privilege of feminine aesthetics and (4) the emancipated motion of the New Woman’s body. The secondary objective of this paper is to celebrate the ideological return of the baroque in James’s proto-modernism through such topoi as imperfect beauty, motion, and madness so as to introduce the meaning-making role of the body in his impressionistic integrity of subject and object.

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.

The genre of metapoetry thematizes the fictional elements – the inspiration of a poet, his poetic process, meta-poetic metaphors, the role of the poet in society, and intertextual references – partaking in the making of poetry explicitly or implicitly carried through a poem within a poem technique. This paper presents Eva Müller-Zettlemann’s theoretical pronunciation of meta-poetic elements, i. e., poetic inspiration, poetic process, and meta-poetic metaphors, at play in the metalyrics of Taufiq Rafat from his anthologies Arrival of the Monsoon: Collected Poems 1947-78 (1985) and Half Moon: Poems 1979-1983 (2008). Rafat’s inspiration is the South-Asian terra firma and lived experience that makes him infuse the regional sensibility through a poetic process of perceiving and penning down immediately. His meta-poetic metaphor involves the invention of an image of cultural genesis that informs the process of poetic creativity. Moreover, the study also considers the explicit expression of the role of the poet in society and the functions of poetry in Rafat’s poems, otherwise a prose phenomenon. Thus, the paper analyzes the conscious expression of the construction of South-Asian singularity inspired by the cultural kernel in content and form in Rafat’s metalyrics.

Verb classes are defined in lexical-semantics literature as syntactically coherent groups of verbs that also share meaning components. Thus, the investigation of verb classes leads to important insights into the syntax-semantics interface. In this perspective, starting from Levin’s (1993) foundational work for English, many authors have developed analyses for the syntactic-semantic classification of verbs in different languages. The aim of this paper is to provide an overview of such studies, focusing on those that constitute online open access resources for the syntactic-semantic classification of verbs: VerbNet for English, BVI for Basque, AnCoraVerb for Spanish and Catalan, VerboWeb for Brazilian Portuguese, CROVALLEX for Croatian, and VALLEX for Czech. Thus, this paper reviews the general theoretical assumptions on verb classification shared by all the works presented, and shows the specific characteristics of each one, considering the body of data, the specific theoretical perspective, analyses and methodology, and the search engines they provide. Finally, it offers a comparative analysis of two specific verb classes (namely, image creation verbs and verbs of creation and transformation), drawing on data from the studies mentioned above. Although these resources assume a specific lexical-semantic approach for verb classification, they provide valuable data and analyses that can be useful for research in different theoretical perspectives.

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

The paper focuses on the functions of detailed analyses and pedantic explanations of situations and events provided by Kafka’s characters. Taken together, they create the impression of a solid orientation within the system. Nevertheless, the more elaborate and compact they are, the more they make it clear that the system, by its very nature, resists understanding. The incomprehensibility of the world, amplified by explanations, implies the inextricability of guilt (in analogy to Quine’s inextricability of meaning): it is impossible to identify those elements of the protagonist’s biography which constitute his guilt and separate them from the “innocent” rest.he article overviews the evolution of The Art of Translation by Jiří Levý starting with the genesis of the original Czech version, which can be considered the culmination of the author’s academic career. The first foreign languages the book was translated into were German and Russian. Since the Czech original was strongly imbedded in the Czech culture and literature, the translation required adaptations to the target cultures. The paper aims to trace the translation process of Levý’s publication with the main focus on its German version. Together with the Czech original, this version served as the basis for the second Czech edition. the final part of the article focuses on the international reception of Levý’s masterpiece and introduces its recent translations into foreign languages.

The editors’ target is much more than introducing the papers of this thematic issue to the reader. It can be considered a space devoted to discussing the Onomastics studies in Brazil, its status, and interdisciplinarity. Initially, we outline a tenuous sketch about interdisciplinarity and onomastic research in Brazil. We also discuss the terminological disagreements among researchers, in general, and among authors for this thematic issue, specifically – not a welcome scenario. Secondly, we revise the concepts related to interdisciplinarity, as multidisciplinarity, pluridisciplinarity and transdisciplinarity. In this review, we emphasize its application in onomastic studies in Brazil by presenting attempts to implement inter (or trans) disciplinary routines in research, quoting French and Canadian onomasticians. Finally, the last section introduces to the reader the papers that make up the thematic issue, inviting him to read the whole volume and to reflect on the discussed themes.

Abstract: Weather events affect air traffic control (ATC) in many ways, for there are many situations that need to be reported in pilot-controller communication. This paper attempts to analyze the language used to express the impact of meteorological phenomena to air traffic operations, particularly in regard to aeronautical English, that is, the communication used during radiotelephony by air traffic controllers in training situations. For that, two types of analyses will be carried out: one regarding the formulaic structure of lexical units using 11 Aeronautical Meteorology terms within the ATC context (phase 1); and another one concerning the use of these terms by students in three ATC courses (for TWR, ACC and APP facilities) and how it affects their performance during communication activities in a learning environment (phase 2). These analyses will be based on rationales of lexical semantics for terminology; corpus linguistics (CL), comprising English for Specific Purposes (ESP) and learner corpora; and considerations about vocabulary assessment on aeronautical English exams. Results suggest that terminological patterns discussed in this paper show how meaning is dependent on context, and how lexical semantic analysis of terms may contribute to reveal nuances of language used in a specialized context. In this way, it indicates courses have been efficient in teaching and practicing the use of the main meteorological terms related to aeronautical English and that, despite some mistakes students make, evidence points out that they are able to report weather conditions to pilots and to understand pilots’ requests in a proficient level concerning vocabulary. Keywords: meteorology; aeronautical English; terminology; learner corpus; language assessment. Resumo: Eventos meteorológicos afetam o controle de tráfego aéreo (ATC) de diversas formas, dado que muitas situações precisam ser reportadas na comunicação entre piloto e controlador. Este artigo pretende analisar a linguagem utilizada para expressar o impacto de fenômenos meteorológicos para operações ATC, particularmente quanto ao uso de inglês aeronáutico, ou seja, a comunicação utilizada durante a radiotelefonia, por controladores em situações de aprendizagem. Para isso, duas análises foram realizadas: em relação à estrutura formulaica de unidades lexicais contendo 11 termos de Meteorologia Aeronáutica no contexto ATC (fase 1); e quanto ao uso desses termos por alunos de três cursos ATC (para os órgãos operacionais TWR, ACC e APP) e como isso afeta seu desempenho durante as atividades de comunicação em um ambiente de aprendizagem (fase 2). Essas análises serão fundamentadas nas teorias de semântica lexical para terminologia; linguística de corpus (LC), compreendendo Inglês para Fins Específicos (ESP) e corpora de aprendizes; e considerações sobre avaliação de vocabulário em exames de proficiência de inglês aeronáutico. Os resultados sugerem que os padrões terminológicos discutidos mostram como os significados dependem do contexto, e como a análise léxico-semântica de termos pode contribuir para revelar nuances da linguagem utilizada em contexto especializado. Desta forma, demonstrou-se que os cursos foram eficientes no ensino e na prática do uso dos principais termos meteorológicos e que, apesar de alguns erros cometidos, as evidências apontam que os estudantes foram capazes de reportar condições meteorológicas e compreender as solicitações dos pilotos com nível de proficiência adequado em relação a vocabulário. Palavras-chave: meteorologia; inglês aeronáutico; terminologia; corpus de aprendizes; avaliação de línguas.

Resumo: Neste texto aborda-se a frequência e a distribuição de formas de plural irregular do português brasileiro, no âmbito da palavra, numa perspectiva descritiva. Os dados provêm do Corpus Brasileiro e estão divididos em duas amostras: Amostra L, nomes pluralizados terminados ortograficamente em vogal+is (ex. papéis), vogal+us (ex. chapéus) e is (ex. funis), e Amostra N, os terminados por ões (ex. vilões), ãos (ex. irmãos) e ães (ex. pães). O exame das variáveis fonético-fonológicas e léxico-morfológicas – número de sílabas, acento, contexto fonológico, afiliação morfológica e frequência lexical – permitiu contextualizar o comportamento das alternantes minoritárias de cada amostra, em oposição às alternantes prevalentes, vogal+is e ões, respectivamente. Palavras-chave: plural; alomorfia; morfologia; morfofonologia; Corpus Brasileiro. Abstract: This paper addresses the frequency and distribution of Brazilian Portuguese irregular plurals, within the scope of the word, in a descriptive approach. The data come from the Corpus Brasileiro and are divided into two samples: (i) pluralized nouns ending, in spelling, with vowel+is (eg papéis ‘papers’), vowel+us (eg chapéus ‘hats’), and is (eg funis ‘funnels’), and (ii) those ending with ões (eg vilões ‘villains’), ãos (eg irmãos ‘brothers’), and ães (eg cães ‘dogs’). The phonological and lexical-morphological variables analyzed – number of syllables, stress, phonological context, morphological affiliation and lexical frequency – allowed to define the main contexts for the minority alternants of each sample, in opposition to the prevalent ones, vowel+is and ões, respectively. Keywords: plural; allomorphy; morphology; morphophonology; Corpus Brasileiro.

Abstract: The ICAO Language Proficiency Rating Scale offers parameters for aeronautical English teaching and assessment focused on oral skills. It assists governments worldwide in assessing pilots and air traffic controllers’ English proficiency, licensing them for international operations. This paper addresses two of the six linguistic areas listed in the Rating Scale, namely fluency and interaction, to understand what conversational elements are present in pilot-controller communications with a view to informing pedagogical material. The analysis is based on a corpus of pilot-controller radio communications in abnormal situations, revealing a more spontaneous code as opposed to the documented Standard Phraseology mandated for routine situations. Corpus Linguistics is the methodology chosen for this investigation, concentrated on the top frequent three-word clusters extracted from the corpus. Investigation of these clusters reveals that fluency and interaction are interconnected and should be considered in a broader perspective that takes into account language in use. To illustrate, ‘we’d like’ and ‘if you can’ are commonly employed as requests in this specific register. The paper concludes by suggesting that learners’ awareness of pragmatic aspects of language is pivotal in the aviation English classroom. Keywords: Plain Aviation English; fluency; interaction; Corpus Linguistics; Pragmatics. Resumo: A Escala de Proficiência Linguística da ICAO oferece parâmetros para o ensino e a avaliação do inglês aeronáutico focado nas habilidades orais. Serve para os governos em todo o mundo avaliarem a proficiência em inglês de pilotos e controladores de tráfego aéreo, licenciando-os para operações internacionais. Este estudo aborda duas das seis áreas linguísticas elencadas na Escala, quais sejam, fluência e interação, para compreender quais elementos conversacionais estão presentes nas comunicações entre pilotos e controladores com o objetivo de subsidiar materiais pedagógicos. A análise se baseia em um corpus de comunicações via rádio entre pilotos e controladores em situações anormais, revelando um código mais espontâneo, diferentemente da Fraseologia Padrão oficial mandatória nas situações rotineiras. A Linguística de Corpus é a metodologia utilizada nesta investigação, concentrada nos mais frequentes blocos de linguagem de três palavras evidenciados no corpus de estudo. A investigação desses blocos de linguagem revela que fluência e interação são interconectadas e deveriam ser consideradas a partir da perspectiva da língua em uso. Para ilustrar, ‘we’d like’ e ‘if you can’ são normalmente empregados como solicitações. Conclui-se sugerindo que a conscientização dos aprendizes sobre aspectos pragmáticos da língua é fundamental na sala de aula do inglês aeronáutico. Palavras-chave: Plain Aviation English; fluência; interação; Linguística de Corpus; Pragmática.

Postmodern poetry revisits the traditions and subjects myth and history to drastic experimentations. The present paper reacts to Ashbery's postmodern rendition of the myth of Orpheus in his poem ‘Syringa’ (Ashbery, 1985). He dismantles and opposes the myth of Orpheus and Eurydice and disrupts its totalitarian voice. The main concerns of the paper are to investigate what linguistic potentials Ashbery deploys in his experimentation, how these potentials help him appropriate and then subvert the mythical subtext, and what the consequences of this subversion could be. He disturbs the myth of Orpheus by drawing on the potentials of constructed oppositions. These potentials help Ashbery deconstruct the mythical narrative and adapt it to his postmodern tastes. The theoretical framework comprises Leslie Jeffries's notion of constructed opposition. The methodology is analytic and interpretive; it conducts a close reading of the poem which situates the poem at the intersecting nodes of myth, poetry, and language. The poem is argued to have relied heavily on the oppositions that Ashbery sets up between his text and its mythical subtext. The paper concludes negation and shifts of verb-tenses are the main structural triggers of opposition along with semantic triggers.

Abstract: This paper exemplifies the use of aggression as impoliteness in computer-mediated, or digital communication in Brazilian Portuguese, while looking into the performance of such linguistic actions in the context of a discussion about class discrimination. Specifically, it investigates the relationship between linguistic aggression as impoliteness, and identity as observed in a Facebook campaign page about a Brazilian university. The page under consideration was devised as an open platform to disseminate and call attention to examples of discriminatory behaviors experienced by students from peripheric communities attending an elite university in Rio de Janeiro. These students were at the center of a controversy, as they were supposedly brought to this institution through social programs promoted by the previous, leftist oriented governments. This paper examines the use of linguistic aggression as impoliteness, such as name calling and overt disagreement (Lorenzo-Dus; Blitvich; Bou-Franch, 2011), to communicate different opinions about, or argue against, the perceived instances of discrimination supplied by the students in the campaign and subsequently discussed by the participants in their posts. These impoliteness strategies ratify identities in the context of the discussion, marking in and outside group members, as the participants 1) align against, or 2) justify, the described behaviors. Keywords: aggression; impoliteness; identity; narrative; discrimination; Facebook; digital communication. Resumo: Este artigo exemplifica o emprego de agressão como descortesia na comunicação mediada, ou digital, no português brasileiro, observando-se o desempenho de tais ações linguísticas no contexto de uma discussão sobre discriminação de classe. Especificamente, investiga-se a relação entre agressão linguística como descortesia e identidade tal como observada em uma campanha em uma página do Facebook sobre uma universidade brasileira. A página sob consideração foi projetada como uma plataforma aberta para disseminar e chamar a atenção para exemplos de comportamentos discriminatórios vivenciados pelos estudantes de comunidades periféricas frequentando uma universidade de elite no Rio de Janeiro. Os membros desta comunidade estudantil estavam no centro de uma controvérsia, por supostamente terem sido admitidos na instituição por meio de programas sociais promovidos por governos anteriores, de tendência esquerdista. Este artigo examina o uso de agressão linguística como descortesia, tais como chamar nomes, i.e., dirigir-se a alguém empregando termos insultuosos, e discordar diretamente (Lorenzo-Dus; Blitvich; Bou-Franch, 2011), para comunicar diferentes opiniões sobre, ou argumentar contra, as percebidas instâncias de discriminação supridas pelos estudantes na campanha e subsequentemente discutidas pelos participantes nas suas postagens. Estas estratégias de descortesia ratificam as identidades no contexto da discussão, marcando membros e não-membros do grupo, na medida em que os participantes 1) alinham-se contra, ou 2) justificam os comportamentos descritos. Palavras-chave: agressão; descortesia; identidade; narrativas; discriminação; Facebook; comunicação digital.

This paper presents an off-line experiment we conducted to investigate the influence of referentiality on relative clause (RC) interpretation in Brazilian Portuguese. RCs associated with complex NPs seem to be preferentially attached to a referential noun. This referentiality effect can be treated in discourse terms (Gilboy, Sopena, Clifton & Frazier, 1995) or in syntacticsemantic terms (Bezerra, 2017; this paper). Our questionnaire tested these approaches using two types of complex NPs (occupational and kinship NPs) and the results showed that the syntactic-semantic structure of these complex NPs can account for the referentiality effect reported in the literature by Gilboy et al. (1995). Based on our results, we argue in favor of the syntactic-semantic approach and show that the discourse-oriented approach lacks explanatory power.

Resumen El presente trabajo examina la sección “Toque de diana” incluida en el semanario infantil de ideología carlista Pelayos, publicado en San Sebastián (España) entre 1937-1938. De entre los 101 textos disponibles provenientes del total de números publicados, hemos extraído 11, aquellos que nos ayudan a dibujar cómo era la educación formal a disposición de los jóvenes carlistas “pelayos”. Desde una perspectiva de análisis historiográfico (de doble cariz, interno y externo), examinaremos cómo se tratan en estos documentos cuestiones como los libros de texto, la religión católica, la historia de España o la lectura de textos de ficción. El propósito es extraer los presupuestos ideológicos y propagandísticos insertos en sus páginas. Así, veremos cómo “Toque de diana” constituye el espacio idóneo para difundir la propaganda del pensamiento tradicionalista entre el público infantil y juvenil, en este caso concreto, en relación con el ámbito escolar, los contenidos de estudio y los libros de ocio para leer. Abstract This paper examines the section “Toque de diana” included in the Pelayos children's weekly of Carlist ideology, published in San Sebastián (Spain) between 1937-1938. Among the 101 available texts from the total of published copies, we have extracted 11 of them, those that help us to draw what formal education was like at the disposal of the young Carlist “Pelayos”. From a perspective of historiographical analysis (double facet, internal and external), we will examine how issues such as textbooks, the Catholic religion, the history of Spain or the reading of fictional texts are dealt with in these documents. The purpose is to try to extract the ideological and propagandistic assumptions inserted in its pages. Thus, we will see how “Toque de diana” constitutes the ideal space to disseminate the propaganda of traditionalist thought among children and young people, in this specific case, in relation to the school environment, the contents to be studied and leisure books to read.

Resumen Resumen: Los estudios sobre redes sociales y lectura, como los de Sorensen; Mara, 2013; Jeffman, 2015; Hughes, 2017; Cruces, 2017; Lluch, 2021 o Amo Sánchez-Fortún, 2021, centran su atención en los blogs y en YouTube como espacios en los que se crea contenido relacionado con la lectura. Esta revisión sistemática pretende conocer, sintetizar y valorar el estado de la investigación sobre Instagram y TikTok donde se habla, se recomiendan o venden libros, evaluando la calidad de los estudios mediante la lista de verificación del CASPe. Con este objetivo, se han realizado búsquedas en las bases de datos SCOPUS, WOS, LISA, LISTA y en el buscador especializado Google Scholar. La búsqueda ha identificado 1006 registros; después del cribado, se incluyeron artículos científicos, trabajos de investigación y académicos sobre libros, lectura, Instagram y TikTok. Finalmente, el corpus de la revisión lo forman 66 documentos, en su mayoría, de España y EE.UU. Dependiendo del tipo de documento y de la base de datos, la investigación mayoritaria quiere conocer 1) cómo son los administradores de las cuentas, 2) qué tipo de contenido comparten y con qué forma; 3) qué uso hacen los bibliotecarios, las editoriales y las librerías. Abstract Previous studies on social networks and reading, such as those by Sorensen; Mara, 2013; Jeffman, 2015; Hughes, 2017; Cruces, 2017; Lluch, 2021 o Amo Sánchez-Fortún 2021 focus their attention on blogs and YouTube as spaces in which content related to reading is created. This systematic review aims to know, synthesize and assess the research on the last two social networks, Instagram and TikTok, where readers, authors, companies and institutions speak, recommend or sell books. With this objective, searches have been carried out in the SCOPUS, WOS, LISA, and LISTA databases and in the specialized search engine Google Scholar. The search has identified 1006 records; after screening, scientific articles, research papers, and academics dealing with books, reading, Instagram, and TikTok from different approaches were included, and the quality of the studies was assessed using the CASPe checklist. Finally, the corpus of the review has been made up of 66 documents that come, for the most part, from Spain and the US; they began to be published in 2016 and belong mainly to the areas of communication and journalism and libraries. Depending on the type of document and the database, the majority line of research wants to know 1) what the account administrators are like, 2) what kind of content they share and how; 3) what librarians use and how publishers and bookstores use them.

Resumen Este estudio propone una investigación doble: por un lado, ofrecer una visión panorámica de cómo la memoria de la guerra civil española se transmite en la literatura infantil y juvenil de nuestros días, prestando especial atención a la estructura técnica narrativa y al cronotopo. Por otro lado, se pretende indagar sobre cuál es el enfoque del personaje infantil/juvenil de esos textos y el posicionamiento de los autores con respecto a los acontecimientos bélicos. Como procedimiento, una vez aclarado el concepto académico de ‘memoria’ en lo que a literatura se refiere, se llevará a cabo el análisis crítico de quince publicaciones españolas destinadas al público infantojuvenil, todas ellas de género narrativo, aplicables a la educación literaria y comercializadas a partir del año 2000. A modo de conclusión se sintetizarán los datos para mostrar tanto la manera técnica por medio de la cual se está contando la historia y transmitiendo su ‘memoria’ en la literatura infantil y juvenil (LIJ) del siglo XXI, como la tendencia y posicionamiento mayoritario de los autores actuales. Abstract This paper proposes a dual research: on the one hand, to offer a panoramic view of how the memory of the Spanish Civil War is transmitted in children's and young adult's literature of our times, paying special attention to the technical narrative structure and the chronotope. On the other hand, the aim is to investigate the focus of the children's/youth characters in these texts and the position of the authors with respect to the events of the war. As a methodological approach, once the academic concept of 'memory' is clarified within the realm of literature, a critical analysis is carried out on fifteen Spanish publications targeting the young audience. All these narrative’s fiction works, applicable to literary education and commercially distributed since the year 2000. By way of conclusion, the data is synthesized to demonstrate both the technical means through which the story is being recounted and its 'memory' is being conveyed in 21st century children's and young adult literature (CYAL), as well as the prevailing trends and predominant positioning of contemporary authors.

Recently, multiple collaborative initiatives have been established which all aim to incorporate and enhance the representation of multilingualism into discussions on the otherwise largely English-dominated “field” of digital humanities. Taking sensitivity to multilingualism as an overarching concept, the present paper introduces and analyzes some recent, and ongoing, collaborative initiatives (mainly with a starting point in Europe) to show how these projects conceptualize, handle, and strive to strengthen language diversity in DH. More specifically, the examples featured in the article include preliminary insights from the Disrupting Digital Knowledge Infrastructures collective, lessons from my pilot graduate course (Digital Humanities and East Asian Studies: Theory and Practice), as well as the role and significance of the DARIAH-EU supported OpenMethods platform. Ultimately, the paper, which also features interviews with Erzsébet Tóth-Czifra and Cosima Wagner from two of the abovementioned initiatives, argues for the importance of language sensitivity in research, teaching, and knowledge dissemination to create a more inclusive, and collaborative, basis toward multilingualism in DH.

The literary poetics of Mexican writer Juan José Arreola (1918–2001), one of the great figures of 20th century Latin American narrative, rests on three pillars: his inscription in a specific literary tradition, an authorial position as a “cultural megaphone” and his preference for fantastic literature. Within that literary tradition, for Arreola Kafka, perhaps like no other author, provides a possible literary lens to examine in depth the human being of our time. The purpose of this paper is to traverse this Arreola-Kafka literary bridge and to read some edges of the Kafkaesque in Arreola’s work, paying special attention to the possible communicating vessels between the two literary projects.

Mónica Ojeda (Guayaquil, 1988) is an Ecuadorian writer whose literature is linked to the horror in its multiple forms. Furthermore, Las Voladoras (2020), included Ojeda in a new literary genre called Andean Gothic, a category where horror and Latin American myths convey. This paper analyzes how Ojeda adapts the disposition of the narrative elements to the Andean folklore. Moreover, it studies Ojeda’s reconstruction of the female monster by introducing the figure of a woman and its double, a hybrid between witch and animal, in order to create an alter ego effect. This article addresses how this narrative maneuver links Ojeda to Franz Kafka (1883–1924) and his vision of the monster in society.

The paper focuses on two so-called rock castles (Sloup and Jestřebí in northern Bohemia) and their presentation in the early modern topographies written by Mauritius Vogt. While today they are both perceived as former castles, for Vogt, only Jestřebí was an abandoned castle, while Sloup was mainly a hermitage. The relationship between both places leans on their bizarre appearance and connection to the underground. They both were rocks upon a lowland described as saxum vivum. Vogt’s view is contextualized by Athanasius Kircher’s Mundus subterraneus and other works on the underground.

The paper deals with Petr Rezek’s philosophy in relation to two of his central themes, matter-of-factness (Sachlichkeit) and conflict, through the prism of the problem of non-matter-of-fact (unsachlich) quoting and its manifestations. According to Rezek, these point to the defective forms of intersubjectivity. The dialectic of quoting reason begins with a critique of these forms in order to become a true dialectic of matter-of-factness, through contrasting structures and techniques of analysis, such as the so-called boundary approach or the method of repetition.

The paper deals with a historical polemic concerning the war of Vendée during the French revolution (1793–1799) which is considered by some historians to be the first genocide of modern history. One of them, Reynald Secher, speaks about a “memoricide”, which means a murder of historical memory. The paper presents this conception and then tries to verify it on the base of some historical novels written by Royalist and Republican authors all along the 19th century. The conclusion proves that historical memory of Vendée has neither been forgotten nor repressed, but on the contrary, this theme was being used by both sides in their political and ideological conflicts.

The paper analyzes in depth two works by the Cameroonian writer Léonora Miano. This author represents the contemporary migration writing coming from Subsaharan Africa, denotated sometimes as migritude and dealing with subjects such as migrations, exiles, hybridity, postcolonialism and post-postcolonialism and the individual vs collective experience. The paper focuses more closely on one particular aspect of her writing: the representation of the historical memory of Africa, through the newly established Afropean identity of her characters, who strive to find their place between Europe and Africa.

Visual narratives have a long history in the context of human cultural artifacts. In any sequence of images, the juxtaposition of visual signs gives rise to narrative potential. The narrative qualities of photographic images have been explored since its early days through the medium of the book. Borrowing the book artifact from literature, photography has adapted it for its own purposes. Such appropriation invites an examination of the strategies that are employed in photobooks to promote the emergence of narratives. Drawing upon the field of Narrative Studies and the concepts of storyworld and worldmaking, this paper investigates the narrative construction in the photobook Niagara (2006), produced by photographer Alec Soth. The paper demonstrates that certain strategies used in literary texts are analogous to the photobook space. In conclusion, I argue that photobooks are cultural objects that offer invaluable narrative possibilities, especially because they afford agency for the reader’s/viewer’s worldmaking.

Abstract: Almost forty years ago, the proposal of the Conceptual Metaphor Theory represented a milestone for Cognitive Linguistics studies. From this point, many pieces of research were developed around the analytical category of metaphor. However, the majority of these papers are still in the monomodal field, intending to build a concept resulting from the source and target domains that come specifically from the verbal structures. Taking this into consideration, this paper intends to focus on the metaphorical occurrence in diverse semiotic modes that constitute multimodal texts. In order to fulfill this aim, we outlined a corpus of five editorial cartoons about “fake news”. Our specific objective is to, making use of the concept of multimodal metaphors proposed by Forceville (1996, 2009), presented how the different semiotic modes, in this case the verbal and the visual ones, are interwoven in the building of these metaphors. In this way, in our study, besides validating the thesis proposed by Forceville (2009) about the occurrence of metaphors not only in the verbal mode, it was also possible to verify the importance of multimodal metaphors for the meaning construction process in the analyzed genre. Keywords: metaphors; multimodal metaphors; fake news. Resumo: Há quase quarenta anos atrás um marco nos estudos da Linguística Cognitiva, em especial em sua semântica, ocorreu: a proposta da Teoria da Metáfora Conceitual. A partir desse trabalho, muitas pesquisas foram desenvolvidas em torno da categoria analítica da metáfora. Porém, grande parte desses trabalhos ainda encontra-se no campo dos denominados textos monomodais, visando apenas a construção conceitual resultante de domínios fonte e alvo oriundos especificamente do modo verbal. Diante disso, o presente artigo propõe-se a promover um trabalho dedicado à ocorrência metafórica nos diferentes modos semióticos que constituem os textos multimodais. Para cumprirmos tal objetivo, delineamos como corpus cinco charges que versam sobre o conceito fake news. Nosso objetivo específico consiste em apresentar, através do conceito de metáforas multimodais, proposto por Forceville (1996, 2009), a forma pela qual diferentes modos semióticos, nesse caso em especial o verbal e o imagético, imbricaram-se na construção dessas metáforas. Assim, em nosso estudo, além de vislumbrarmos a validação da proposição de Forceville (2009) sobre a não ocorrência do processo metafórico apenas no modo verbal, foi possível a verificação da importância das metáforas multimodais para a construção dos sentidos do gênero em análise. Palavras-chave: metáforas; metáfora multimodal; fake news.

The relationship between the teaching of English as a foreign language (EFL) and translation have been loosely entwined for a very long time. However, in the past decade, a number of academics have developed a renewed interest in the interplay between the two, and some teacher education universities offer translation courses to their student teachers. This paper presents findings from a preliminary study in which a questionnaire survey was used to identify the motives and perceived benefits of learning translation of 40 non-native EFL student teachers whose first language is Chinese, in a teacher education university in Hong Kong. The findings indicate that the pre-service teachers decided on taking translation courses or taking the subject as a minor because of their interest in both Chinese and English and their eagerness to improve their proficiency in these languages. The belief that learning translation might help non-native EFL student teachers secure a job in a language-related field is another prime motive for them to learn translation. It was discerned that they perceive learning translation to be beneficial to both their Chinese and English proficiency, especially in the knowledge of English grammar, and they have benefited in bilingual competence and career options. The paper concludes that although EFL student teachers tend not to work as professional translators after graduation, learning translation is deemed to have provided them with multifaceted benefits and increased their competitiveness in language-related fields.

Resumo: Este artigo apresenta resultados de projeto de pesquisa que objetivou identificar representações no jornalismo online a respeito de ações e políticas públicas voltadas à população em situação de rua. A pesquisa, realizada no âmbito dos estudos críticos do discurso (VAN DIJK, 2009; FAIRCLOUGH, 2010; VIEIRA; RESENDE, 2016) e da análise interdiscursiva de políticas públicas (RESENDE, 2018; FISCHER, 2016), considerou a Folha de S. Paulo (em sua plataforma digital, em folha.uol.com.br) para compor um corpus abrangente das notícias publicadas sobre a população em situação de rua em um período de três anos. A composição do corpus considerou as palavras-chave ‘(morador)(a)(es)+(de rua)’, ‘(pessoas)(população)+(em situação)/(de rua)’, aplicadas ao buscador do veículo jornalístico. A categoria analítica que orientou o mapeamento dos dados no software NVivo foi a metáfora (CHARTERIS-BLACK, 2004). Neste recorte, o foco específico são metáforas espaciais utilizadas para representar os deslocamentos e permanências da população em situação de rua na cidade em textos tratando de ações e políticas públicas. As análises apontaram que sentidos metafóricos nesse corpus têm efeito de justificativa para ações e políticas públicas desumanizantes da população em situação de rua. Palavras-chave: população em situação de rua; jornalismo online; metáfora espacial; ação e política pública. Abstract: This paper presents results of a research project aimed to identify representations in online journalism regarding actions and public policies towards the homeless population. The research, carried out within the context of critical discourse studies (VAN DIJK, 2009, FAIRCLOUGH, 2010, VIEIRA; RESENDE, 2016) and the interdiscursive analyses of public policies (RESENDE, 2018; FISCHER, 2016), considered Folha de S. Paulo (in its digital platform), to compose a comprehensive corpus of the published news about the homeless population in a period of three years. The composition of the corpus considered the Portuguese language keywords ‘(morador)(a)(es)+(de rua)’, ‘(pessoas)(população)+(em situação)/(de rua)’ applied to the journalistic vehicle search tool. Metaphor (CHARTERIS-BLACK, 2004) was the analytical category that guided the mapping of data in NVivo software. In this paper, the specific focus are metaphors used to represent the displacements and permanences of the homeless population in the city, in texts thematizing actions and public policies. The analyzes pointed out that metaphorical meanings in this corpus have a justification effect for dehumanizing actions and public policies aimed at the homeless population. Keywords: homeless population; online journalism; spatial metaphor; action and public policy.