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This introduction to the MLO special issue “Minoritised Languages and Travel” provides an overview of the pieces in this collection in context with historical travel accounts in German about nineteenth-century Wales.

Nasal Glioma (NG) represents a rare congenital abnormality of the neonate, which can be associated with skull defects or even a direct communication to the central nervous system. MRI serves valuable information for differentiation from encephalocele, dermoid cyst and congenital hemangioma. Complete resection remains the treatment of choice. We present two cases of NG, which were both suspected during prenatal ultrasound and MRI. In the first case, postnatal MRI showed a transcranial continuity. Mass excision was performed and the defect was covered by a glabellar flap allowing a good cosmetic result. Postnatal MRI excluded a trans-glabellar communication in the second case. After surgical excision, the resulting skin defect was covered with a full thickness skin graft harvested from the right groin. In cases of NGs complete resection and cosmetic appealing results can be achieved and might necessitate a multidisciplinary approach.

RESUMEN Este artículo compara las representaciones sobre el proceso de enseñanza y aprendizaje de lenguas extranjeras que tienen estudiantes de primer y quinto año de la carrera de Lingüística Aplicada a la Traducción de la Universidad de Santiago de Chile (USACH). El concepto de representación social se toma desde la psicología social (Jodelet 1988, 2008; Moscovici, 1979). Se utilizó una asociación libre de conceptos y una entrevista semiestructurada a cuatro grupos de estudiantes. Los resultados reflejan cambios significativos relacionados con el dominio, enseñanza y aprendizaje de las lenguas estudiadas. Se concluye que dichos cambios facilitarían la adopción de nuevas metodologías para los cursos de lenguas extranjeras en este programa de traducción.

Stereotypes are often based on concepts of mentalities and ‘images of the self’ and the ‘other’. This is the way they appear in language. In modern didactics of foreign language the focus is mostly set on cultural contrast. Meanwhile a more profound analysis and reflexion on stereotypes is lacking. This piece of work intends to illustrate, based on practical examples (in German as a foreign language), how the use of literature can contribute to a critical and productive work and discussion on stereotypes. Recent research on intercultural didactics of foreign languages as well as empirical studies are applied in this part of a model concept of teaching literature through dialogue and interaction. Students learn to comment thoughtfully on ‘self’ and ‘foreign’ imagery. It is, from here on, a didactical proposal for different intercultural settings.

"What has been of special interest for me has been the extension of postcolonial concerns to the problems of geography" (Said, 1994:21). The application of postcolonial theories enables us to question myths, apparently established boundaries and therewith related categorizations between indigenous peoples and the dominant Mestizo society within an urban Mexican context. By the use of post-/colonial images and stereotypes of the indigenous other, folkloristic, romanticizing and racist differentiations are upheld and reproduced within younger generations. In contrast to that postcolonial forms of resistance try to challenge these myths or use them as strategic essentialisms in an everyday practical meaning. This specific perspective allows other possibilities for empirical challenges.