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The provision of a translator’s paratext offers greater visibility to the translator and a direct source of information on his/her decisions and intentions. Osório de Oliveira, the translator of the Portuguese version of Defoe’s Robinson Crusoe, replaces the author’s original preface with one of his own in which he justifies the alterations to the original text, whilst underlining that it was a Portuguese vessel on its way to Brazil which saved the hero from his desperate plight. This paper proposes to examine the reasons for Oliveira’s emphasis on this particular episode, to the detriment of others which were unquestionably more interesting within the context of the hero’s adventures. The date of publication of the translation – 1940 – and consequently of the paratext, provides the principal key to the answer, as the ideology of the Estado Novo was founded on the exaltation of the Portuguese “Discoveries”, underpinning a colonial policy which supposedly justified the retention of the “Overseas Provinces”. The paper discusses the translator’s reasons for intervening in the target text, whilst attempting to evaluate how far the paratext may have mediated the reception of a final version in which the deeds of past heroes were exploited in an attempt to appropriate Defoe’s story.

Translation assessment is an activity present in many scenarios and the diverse individuals who must deal with it partly explains the variability of such activity. Previous Translation Studies have already profiled and compared both the behaviour and the results of assessments carried out by a variety of evaluators. This paper examines the main contributions concerning this issue, and adds to the field by distinguishing between the contexts in which evaluators carry out their usual work and other less paradigmatic situations. The result is a compendium of the characteristics defining the prototypical evaluator profiles as well as presenting a warning for researchers, professionals, students and teachers on the special conditions that, depending on the circumstances, affect their evaluation and make it look as a different activity. The discussion includes complex formulas characterized by the collaboration of different groups of evaluators, as well as of those whose profile is not defined always by a single role. Therefore, the present paper may serve as an inspiration for new research investigating the profiles of evaluators to open the focus and take into account the circumstances that may affect their alleged habitual activity.

In Jane Austen’s novels conversation provides internal evidence of the “moral and social nature of characters” (Morini, 2009, p. 9). Among the interplay of speech presentation forms (Page, 1972/2011), Narrative Report of Speech Acts (Leech & Short, 2007) has drawn less scholarly attention than others, for example Free Indirect Speech. However, NRSA condenses information about two communicative acts and therefore two addressers, namely the reporting narrator and the reported speaker (the character). Investigating this superposition of voices requires an integrative approach combining a speech-act theory analysis of the character’s speech with an analysis of both the character’s and the narrator’s dialogic stance, here set in the system of Engagement in Martin and White (2005). This paper aims to present this approach and to apply it to the description of Mansfield Park and its translations into Spanish and German. A sample of instances of NRSA and their translation solutions is analysed. While the most frequent type is literal translation, with both layers of meaning successfully reproduced, instances of translation shifts have been identified involving illocutionary force (addition, elimination or change of illocutionary features) and/or engagement value, combined with changes in certain cooccurring distancing devices. Such shifts suggest possible distortions to characterization cues.

The transition between the Late Bronze and Iron Age, often described as a collapse, is most often characterized by comparing the changes between these two periods. As trade and connectivity is one of the hallmarks of the Late Bronze Age, the lack of evidence for international trade during the early Iron Age is seen of evidence of the profound changes that occurred during this transition. In this paper, I will reassess the evidence for international trade during the early Iron Age in Philistia and neighboring regions, demonstrating that while there was a substantial degrading in the volume of international trade during this period, it did not cease completely. And based on this, what does this tell us about the processes and mechanisms occurring during the Late Bronze Age/Iron Age transition in the eastern Mediterranean.

A central assumption of construction-based theories of grammar (Fillmore, Kay and O’Connor 1988; Croft 2001; Michaelis 2012 among others), especially Construction Grammar (Goldberg, 1995, 2006), is that argument structure constructions, which are clausal patterns made of ordered sequences of syntactic slots paired with semantic content, have meaning of their own. Thereby, argument structure constructions contribute meaning which is independent of the meaning of the individual lexical items that instantiate them. Based on that, in this paper we address BrP sentences with caused-action meaning like ‘eu cortei o cabelo’ (literally I cut the hair, meaning that I had my hair cut) and its effects on the BrP-English bilinguals’ production and comprehension in English. The objectives are: i) to describe the caused-action meaning associated to the transitive form in BrP; ii) to represent the caused-action construction in BrP, following the analysis started with Ciríaco (2014); and iii) to present part of the results of the study carried out by Santos (2019), showing experimental evidence from bilingualism. Finally, our paper shows that the caused-action meaning plays a role cross-linguistically, and that the caused-action construction is a type of construction, present in BrP and English as well.

This paper provides an empirical account of the synchronic variation in the use of the noun TIPO (‘type’, ‘kind’)in the Brazilian Portuguese vernacular. Innovation in its use, first documented by Bittencourt (1999), suggests TIPO may be performing functions beyond those of a noun. To investigate innovation in its use, this study focuses on the speech of teenagers born and raised in Rio de Janeiro. Although this group has been shown to be in the forefront of linguistic innovation (D’Arcy, 2005; Tagliamonte, 2016), research on the speech of adolescents remains scant in Brazilian Portuguese. This paper[1]aims to fill this gap by presenting the results of two analyses of empirical data collected between 2015 and 2018 (the author and collaborator).[2]Results indicate that TIPO is not only salient in participants’ speech but also that non-nominal forms of TIPO are more frequently used by speakers (97.98%) when compared to its nominal form (2.02%). Findings suggest that uses of non-nominal TIPO are systematic and linguistically defined: TIPO is most often found in pre-clausal position or preceding a noun phrase. Findings also show that TIPO is performing functions beyond those of a noun, such as a preposition and an adverb.

This paper presents a performance art piece, Building Strength, as a case study for a relational model in performance art. This model was proposed some years ago within my artistic practice and also to connect with other artists’ practices. In this paper, the model, instead of being used to create a performance art piece, is proposed as a research tool to connect with my Building Strength as a researcher.

We aim in this paper to analyze how adverbial hypotaxis can contribute to the construction of argumentativeness of genre argumentative response. We selected as the object of analysis the textual productions of candidates for the entrance summer exam UEM/2011. Considering the theoretical panorama, the functionalism, the hypothesis to be explored in this paper corresponds to the investigation of textual-discursive functions of adverbial clauses that function as guide value, transitional bridge, frame, focus, topical function among other functions in conjunction causes that can contribute to the construction of argumentativeness genre of argumentative response. As a theoretical contribution, we combine studies of functionalist as Mann & Thompson (1988); Matthiessen & Thompson (1988), Theory of Rhetoric Text Structure. According to this theory, the rhetorical relations give coherence to the discourse, giving unity and allowing the producer to achieve its purposes with the text produced, that is, the theory is based on the principle that the text, in addition to the explicit propositions or explicit statements emerge implied propositions characterized as meaning that emerges between two portions of text. Added to this approach: the assumptions Decat (2009), Neves (1997, 2000) and postulations about genre according to the view of Bakhtin (2000).

In this paper we briefly expose the erotic characteristics that are generally associated to women’s discourse through the analysis of Las edades de Lulú, Almudena Grandes’ first novel, which belongs to the erotic genre and was awarded with La sonrisa vertical prize. We have based our studies on Pilar García Moutón’s Cómo hablan las mujeres and on Ángel Lopéz and Ricardo Morant’s Gramática femenina. This paper is then organized like this: firstly, we provided a brief historical context in which we describe woman’s access to the word. Then we wrote some lines about the author of Las edades de Lulú, whose features are extremely necessary to be taken into consideration since the neat issue deals with them. Thirdly, we make a comparative-contrastive analysis of the vocabulary, especially the characteristics that are associated with women’s discourse and that can be appreciated in the narrative. Finally, we wrote a brief conclusion about what we have exposed. We conclude that female discourse, differently from male discourse in many aspects, is extremely important in deep analytical studies as this one, when the issue is eroticism in contemporary literature.

The aim of this article is to propose a reading of the novel Dona Flor e seus dois maridos by Jorge Amado, guided by two of its constituent elements: the construction of the comic characters from the point of view of their obsessive traits and the representation of desire based on the love triangle played by Dona Flor, the teacher of culinary, and her two husbands, Waldomiro dos Santos Guimarães, also called Vadinho, and Teodoro Madureira, the pharmacist. To account for these aspects, the theoretical framework of this paper follows two different strands. In terms of erotic language, the main reference is the work of Affonso Romano de Sant’Anna, O canibalismo amoroso, 1984. On the side of the construction of humor, the main references are Vilma Áreas, Iniciação à comédia, 1999; Vladimir Propp, Comicidade e riso, 1992, and Cleise Mendes, A gargalhada de Ulisses, 2008.The aim of this article is to propose a reading of the novel Dona Flor e seus dois maridos by Jorge Amado, guided by two of its constituent elements: the construction of the comic characters from the point of view of their obsessive traits and the representation of desire based on the love triangle played by Dona Flor, the teacher of culinary, and her two husbands, Waldomiro dos Santos Guimarães, also called Vadinho, and Teodoro Madureira, the pharmacist. To account for these aspects, the theoretical framework of this paper follows two different strands. In terms of erotic language, the main reference is the work of Affonso Romano de Sant’Anna, O canibalismo amoroso,1984. On the side of the construction of humor, the main references are Vilma Áreas, Iniciação à comédia, 1999; Vladimir Propp, Comicidade e riso, 1992, and Cleise Mendes, A gargalhada de Ulisses, 2008.

!is paper examines the changing character of forced displacement and its impact on the lives of refugees and their host countries. !e paper proposes the need to re-conceptualize the issue of refugees from a development perspective, recognizing that the forced displacement resulting in refugee situations is both a product and cause of development (or lack thereof ). Conceiving of refugee situations within a broader development perspective provides a constructive path for the international community to provide truly durable solutions that can expand people’s freedoms, opportunities and capabilities to achieve a fulfilling life and reduce global inequal-ities and instability. !e first section discusses the failure of states to facilitate the three durable solutions in the face of the changing character of refugee movements. !e second section proposes reconceiving refugee situations as a development issue, the need for bridging the humanitarian-development gap, and the need for counteracting the negative discourse surrounding refugees in order to build on the opportunities that refugees present. !e third section provides examples to demon-strate how refugees are creating livelihood solutions for themselves, the contribu-tions they are making to their host societies, and how development-led solutions can help support refugees and better manage the long-term developmental conse-quences of protracted refugee situations.

Abstract In spite of the existence of a substantial body of theoretical literature that deals with the intersection of language and culture in the field of English as a foreign/additional (EA/FL) language teaching and learning, there are very few empirical studies that investigate this issue with real teachers and learners. Therefore, the objective of this paper is to review some of those empirical studies with a view to informing additional/foreign language pedagogy and teacher education. For that, the paper, first, summarizes some of the main theoretical issues by discussing the different ways in which the relationship of language and culture has been subjacent to EA/FL pedagogies. Then, the paper shows that there are three different types of language-and-culture-related empirical studies: on coursebooks, on teacher cognition, and on classroom interaction and teacher cognition. A review of these types of studies is made by discussing their main findings. Finally, the paper brings about some implications for the field from the findings of the empirical studies and proposes some topics for further research. Key-words: Culture and language relation. English as an additional/foreign language. Empirical studies. Resumo Apesar da existência de uma vasta literatura teórica que lida com a interseção entre língua e cultura na área de ensino e aprendizagem do inglês como língua adicional/estrangeira (LA/E), existem poucos estudos empíricos que investigam essa questão com professores e alunos reais. Portanto, o objetivo deste trabalho é revisar alguns desses estudos empíricos com o intuito de contribuir com a pedagogia e a formação de professores de inglês como LA/E. Para isso este trabalho, em primeiro lugar, resume algumas das principais questões teóricas, discutindo as diferentes maneiras em que a relação entre língua e cultura tem subjazido às pedagogias do Inglês como LA/E. Em seguida, o trabalho mostra que há três tipos de estudos empíricos que lidam com a intersecção língua-cultura: estudos sobre livros didáticos, estudos sobre crenças/concepções de professores, e estudos sobre a interação de sala de aula e as crenças/concepções dos professores. Uma revisão desses diferentes tipos de estudos empíricos é feita ao se discutir suas principais descobertas. Finalmente, o artigo traz algumas implicações para a área a partir dos resultados dos estudos empíricos e propõe alguns tópicos para futuras pesquisas. Palavras-chave: Relação entre língua e cultura. Inglês com língua adicional/estrangeira. Estudos empíricos.

Resumo A Tradução Audiovisual (TAV) é um ramo relativamente recente nos estudos da Tradução. Mais recente ainda é a investigação sobre a relação entre tipos de TAV e o ensino/aprendizagem de línguas adicionais. Apesar disso, fora do país, é crescente o número de estudos que advogam as vantagens do uso de filmes legendados para o desenvolvimento de habilidades linguísticas dos aprendizes, dentre eles Gillespie (1981), Vanderplank (1988, 1993), Spanos e Smith (2003), Baltova (1999), Danan (2004), Sakoli (2006), Gambier (2007), entre inúmeros outros. Acompanhando esta tendência, no Brasil, estudos sobre o tema estão presentes em programas de pós-graduação em algumas das principais universidades. Este artigo busca traçar um panorama das pesquisas publicadas na última década sobre o uso de recursos audiovisuais legendados no ensino de línguas adicionais. Para isso, apresentamos os dados de uma pesquisa bibliográfica que buscou identificar teses, dissertações, trabalhos de conclusão de curso, livros e artigos publicados sobre o tema, que tratam do contexto brasileiro, entre os anos de 2003 e 2013. Os resultados indicam que além de concentrar-se nos programas de pós-graduação em Linguística/Linguística Aplicada, a pesquisa sobre o tema, assim como as pesquisas no exterior, aponta para as vantagens do uso de materiais legendados para o desenvolvimento de diversas habilidades linguísticas no contexto de ensino/aprendizagem de línguas adicionais. Palavras-chave: Tradução Audiovisual. Legenda e ensino. Línguas adicionais. Abstract The Audio-visual translation (AVT) is a relatively new field in translation studies. Even more recent is the investigation about the relation between the types of AVT and the teaching/learning of additional languages. Despite of that, outside the country, the number of studies that advocate the advantages of using subtitled movies for the development of language abilities is increasing, as we can cite Gillespie (1981), Vanderplank (1988, 1993), Spanos e Smith (2003), Baltova (1999), Danan (2004), Sakoli (2006), Gambier (2007), amongst others. Following this tendency, in Brazil the studies on the theme are present in post-graduation programs in some of the main universities in the country. This paper seeks to trace an overview of the main researches conducted in the country about the use of subtitled audiovisual resources in language teaching that were published in the last decade. For that, we present the data of a bibliographical research that aimed at identifying thesis, dissertations, undergraduation final papers, books and articles published about this theme in the Brazilian context between the years of 2003 and 2013. The results indicate that besides being concentrated in linguistics/applied linguistics post-graduation programs, the research on the theme, as abroad, points out to the advantages of the use of subtitled materials for the development of linguistic abilities in the contexts of teaching and learning additional languages. Keywords: Audiovisual translation. Subtitles and teaching. Additional languages.

Conceived as a scientometric study, this paper searches for understanding the research status of machine interpreting on the IEEE (Institute of Electrical and Electronics Engineers) database from 1991 to 2019. Documents were analyzed considering a series of measures such as most prominent academic institutions and countries that investigate machine interpreting, citation, co-authorship, keywords co-occurrence, reference coupling, and textual-based analysis retrieved from the documents’ titles and abstracts. Through VOSviewer software and its tools for data collecting and visualization, machine interpreting research in the analyzed corpus focuses on three main concerns: machine translation, speech synthesis, and Japanese language.

Abstract The current paper addresses intelligibility, a dimension used to assess second language speech, which has also been proposed as one of the goals in pronunciation instruction. Studies carried out on this construct in Brazil are revisited (BECKER, 2013; CRUZ, 2005; 2006; 2008, 2012a, 2012b; CRUZ; PEREIRA, 2006; GONÇALVES, 2014; REIS; CRUZ, 2010; RIELLA, 2013; SCHADECH, 2013), and their main findings are discussed taking into account Jenkins’ (2002) Lingua Franca core. Furthermore, methodological issues are discussed, pointing out the different foci of the studies conducted in Brazil, the variables examined by the Brazilian studies at present, and the myriad of variables contemplated by international studies that still need investigation in the Brazilian context. Some of these variables are related to the speaker/listener or are of linguistic nature (e.g., L2 proficiency, accent familiarity, lexical frequency), all of which could help us to understand the intelligibility construct. Finally, the paper brings concluding remarks about the investigation of intelligibility and possible implications for the classroom and the research realms. Keywords: Intelligibility; Brazilian English; Research method; Pronunciation assessment. A pesquisa em inteligibilidade no Brasil: resultados empíricos e questões metodológicas Resumo Este artigo tem como foco a inteligibilidade, uma dimensão utilizada para avaliar a fala na segunda língua, que também foi proposta como uma das metas para o ensino de pronúncia na sala de aula. Estudos realizados no Brasil são revisitados BECKER, 2013; CRUZ, 2005; 2006; 2008, 2012a, 2012b; CRUZ; PEREIRA, 2006; GONÇALVES, 2014; REIS; CRUZ, 2010; RIELLA, 2013; SCHADECH, 2013) e os principais achados desses estudos são discutidos, levando-se em consideração a proposta de Jenkins (2002), o Lingua Franca core. Por fim, questões metodológicas são discutidas, ressaltando os diferentes focos estabelecidos nos estudos sobre inteligibilidade, assim como a miríade de variáveis contempladas em estudos internacionais que ainda precisam ser incorporadas em investigações no território nacional. Algumas dessas variáveis estão relacionadas ao falante, ao ouvinte, ou são de natureza linguística (proficiência na língua estrangeira, familiaridade com o sotaque, frequência lexical). Por fim, são apresentadas conclusões sobre os estudos envolvendo inteligibilidade e possíveis implicações para a sala de aula e para a pesquisa de cunho aplicado. Palavras-chave: Inteligibilidade; Inglês brasileiro; Método de pesquisa. Avaliação da pronúncia.

Together with Alves (2019), this paper is part of a research work dedicated to investigating the role of gender cues in pronominal antecedent retrieval in Brazilian Portuguese. The main aim is to determine whether Principle B structural constraints work as an initial filter in pronominal antecedent retrieval in Brazilian Portuguese, or whether gender cues play a major role at early processing phases since this language has visible redundant morphological markings. It is also examined whether antecedent candidates carrying different gender cues have different weights in memory. In the present work, a comparison between antecedent candidates carrying stereotypical gender and definitional gender was provided. The results of two eye-tracking experiments conducted with native speakers of Brazilian Portuguese showed that gender morphological cues play a role at the very beginning of pronoun resolution processing, and only at a later processing phase, structural constraints of Principle B seemed to help the parser to select the correct antecedent. Like the previous work, the results indicated Principle B structural constraints do not work as an initial filter blocking structurally unacceptable candidates in Brazilian Portuguese; on the contrary, all candidates seemed to be taken into account despite of violating Principle B structural constraints. Similarly to the previous work, masculine antecedent candidates were preferable to be retrieved by memory in comparison to feminine candidates. Moreover, the results indicated that candidates with definitional gender rather than stereotypical gender are preferable to be retrieved by memory since the former is lexically specified, while the latter relies on probabilities based on world knowledge inferences.

Although the phenomenon Venuti (1995) calls the translator’s invisibility reveals much about the global literary polysystem, the opposite also occurs, yet this perspective is much neglected. This paper presents three cases from Brazil that reveal different facets of this curious market dynamic: (1) an Agatha Christie novel in which the translator, Clarice Lispector, figures as prominently as the author in the paratext; (2) a high-profile Brazilian Portuguese version of Tolkien’s Beowulf, i.e., a market-motivated revivification of indirect translation; and, (3) Tradutores, a series by the publishing house Hedra that showcases translations by renowned Lusophone writers. This survey demonstrates the complex web of factors involved in foregrounding the translator in Brazil, which may also be at play in other national and international systems.

In the 1950s, in Lisbon, several students coming from different Portuguese colonies in Africa met at “CEI - Casa dos Estudantes do Império” - a cultural and leisure centre for college students and other scholars from Africa or Asia. I would highlight names such as Amílcar Cabral (1924-1973), Mário Pinto de Andrade (1928-1990) and Agostinho Neto (1922-1979), famous activists that, at the time, invested in cultural forms of resistance against colonialism, being literature a means to raise political awareness among students. The high-profile women writers in this millieu were Noémia de Sousa (1926-2002), Alda Lara (1930-1962) and Alda do Espírito Santo (1926-2010). My research will assess the role of these three women in the cultural front of a collective political awakening, which later led to the independence struggles of the Portuguese colonies. These three women were also the first canonised women writers in their own national literary systems, thus being founding figures in a women’s genealogy of literary achievement. However, their works also the represent a particular generation, framed by the atmosphere lived at CEI. As a consequence of the political activism developed by the CEI millieu, some of the involved young scholars had to leave Portugal going into exile in Paris, where they gathered around the magazine Présence Africaine. This paper also explores CEI’s “Paris connection”, via Mário Pinto de Andrade and his wife, the film director Sarah Maldoror (1938-), who eventually adapted Luandino Vieira’s texts to cinema (Monangambé, 1968 and Sambizanga, 1972). At the time, Maldoror’s work was conceived as a means to promote international awareness of the regime Angolan people were fighting against. The final aim of the research is to explore the articulation among the works by these four women in relation to CEI’s activism.

Flipped classrooms are in vogue as an active learning methodology since they combine important pillars of modern education, such as student-centered learning and technology. This model has been applied to different areas and educational levels, though it seems most prominent at the tertiary level. However, it is not clear if it is appropriate for all subject areas, such as language teaching. This paper will explore this question by treating two principal objectives: to review concepts and empirical research on flipped language classes to ascertain its effectiveness, and secondly, to propose a series of guidelines for language instructors considering flipping their classrooms based on the results from the results from the first objective. The results find that flipped classrooms may be particularly interesting for communicative language classrooms, and as well as for writing skills improvement.

The present work addresses a group of university students of EFL (English as a Foreign Language) on how they use pragmatic markers in their oral productions.The initial hypothesis was that there would be differences both in usage and form in comparison to native speakers. In order to verify our claim, we set off to investigate two corpora: a learner oral corpus being compiled at the Federal University of Minas Gerais/Brazil and a sub-corpus from the British Academic Spoken English (BASE). While Brazilian students overuse items such as maybe and just, the datarecorded in the UK displayed a more varied range of markers and multiword forms. Overall, the findings reinforce the importance of analyzing empirical data for a broader understanding of how native speakers and learners can differ in their oral academic production. The paper also sheds light on language teaching and learning in the academic setting from a pragmatic viewpoint.

In this paper, we present two experiments (questionnaires) that we conducted to investigate the influence of referentiality, definiteness, and preposition+determiner contraction (P+D contraction) on relative clause processing. The first experiment was conducted in Brazilian Portuguese, and the results revealed an influence of referentiality and definiteness on relative clause interpretation: N2 modification (low attachment) was more probable when N2 was referential and when it was introduced by an indefinite article. The results did not reveal, however, an effect of P+D contraction. The second experiment was conducted in Spanish and it focused on referentiality and P+D contraction. The results revealed a significant effect of both factors: N2 modification was more probable when N2 was referential and when the article preceding it was not contracted with the preposition. Based on these results, we emphasize the influence of the three factors investigated on relative clause interpretation, highlighting the novelty of the P+D contraction effect.

This paper presents a performance art piece, Building Strength, as a case study for a relational model in performing arts, especially in performance art. I proposed this model several years ago e already presented some applications as well as some reformulations. Here, it was not used to construct a performance art piece, but it is reformulated as a model used for me to relate with my own artistic practice, as usually done with another artists’ work.

Brazilian reputation as a land of opportunities has attracted immigrants searching for a better living. It is considerable the number of Senegalese in Rio Grande, RS, creating a demand for the teaching of Portuguese as a host language to immigrants. This paper results from reflections on a university extension project to promote the integration of these people in the local culture through Portuguese learning/ teaching. This project was also aimed at offering linguistic grounds for social interaction in Portuguese; providing contact with work-related text genres; and improving reading competences in texts addressing work and daily life. Thus, theoretical background from Interactional Sociolinguistics (Gumperz 1982) and Cultural Anthropology (Matta 2001) have been considered here. From the pedagogical point of view, this work was based upon the Task-based Approach (Janowska 2014; Willis 1996) has been chosen to solve specific needs of the group. In general, it was easy for the students to learn new words, but they showed some difficulties on the phonetic and phonological levels, such as distinguishing /z/ from /ʒ/; /s/ from /ʃ/; /l/ from /ʎ/. As to social impact, this project helped some students find formal jobs.

Contact between Portuguese and Chinese began as early as the 16th century. As the relations between China and the Portuguese-speaking countries developed, translations between the two languages have flourished, particularly in literature. It is important to note that, in this domain, direct translation as well as indirect translation has been active options. Translation via a third language has been a frequent method used by Portuguese-Chinese translators – not only in the early days of their burgeoning contact but also well into the twentieth-first century. This paper analyses the translation of the novella O Assassino, which fictions the assassination of the Portuguese Governor Ferreira do Amaral in Macau. The story was originally written in Chinese, then translated into English and then into Portuguese. It happens that the Portuguese version was translated via the English. The aim of this article is to analyze both versions from a comparative perspective and to discuss the translation of culture-specific concepts in the indirect translation context.

In this paper, we present an analysis of the Angolanisms in the Contemporary Dictionary of Portuguese Language (DLPC)*. The term "Angolanism" comprises all lexical units, in use in Portuguese, and belonging to the Bantu languages. We have applied a reverse search technique in order to collect the Angolanisms with the following tags: , and for the extraction of the units of each of the referenced languages. The tag was used to identify the lexical units whose origin was not identified by the authors of the CDPL, but which are usual in the lexicon of Portuguese spoken in Angola. The extraction of angolanisms by means of these labels made it possible to group them by origin and analyze the most representative language, the provision of the entries and the possible connotations in their use. * The original digital version of the DLPC is not publicly available. A new digital edition of DLPC is under construction, coordinated by Ana Salgado from ACL, counting on the participation of Alberto Simões from IPCA, José João Almeida, and the consultancy of Álvaro Iriarte Sanromán, both from University of Minho.

This paper presents a research about the influence of bilingualism on the morality of Brazilian speakers of English as a foreign language, taking the emotional content of their text as basis for the analysis. We investigate if there is variation in the emotional content between texts written in native language and foreign language, and if this variation has a correlation with moral positioning, being the concepts for these positionings take from Psychology, not from the category ‘judgement’ from the appraisal system. The experiment we executed in this investigation consisted in the production of written texts that justified a moral positioning about a situation described on the research questionnaire. To each participant, two situations were presented, one in English and another in Portuguese, asking for both a positioning and its justification, to be written in the same language as the presented situation. The texts were analyzed in accordance to the Appraisal System, as elaborated by Martin and White (2005), through which the parameters of what is considered an emotional content in the texts was defined. The nature of the positioning that were taken was defined through the concept of Utilitarism, as presented in Costa et al. (2014). The results have shown that there is emotional variance in emotional content between languages, but that it isn’t necessarily linked to moral positionings.

This paper is part of the research line Paradigms of Language Teaching, of the Post-graduation program in Language Studies, at the Federal University of Mato Grosso. It aims to unveil the representations of civil servants of the Justice and Human Rights Secretariat (SEJUDH) about the socio-educational agents, who are responsible for the socio education of vulnerable adolescents, deprived of freedom. The theoretical framework is based on assumptions of the Critical Discourse Analysis (CDA), supported by Norman Fairclough (2003a), in the study of Social Actors Representations, proposed by Theo Van Leeuwen (1997), and the Systemic-Functional Linguistics, by Halliday (1994). The results of the analyses clarify the specificities of the profession socio-educational agent and the need for investment in the professional/human continuing education for these professionals.

The Modern Hebrew adverbial bixlal (at all /any /actually/in fact /even /anyway /in general/ generally /altogether /in the first place) seems puzzling from a synchronic point of view since it functions both as a NPI lo..bixlal /bixlal lo (not…any/at all) and as a Discourse Marker(DM) in positive environments, being interpreted either as an 'in general' DM when focused (stressed) or as an 'actually' DM when unfocused (unstressed). As a result, it has been the focus of various papers examining both its semantics and discursive use (Migron 2003, Ziv 2012, Greenberg and Khrizman 2012, Kadmon and Sevi, 2014, as well as its possible grammaticization path (Tsirkin-Sadan 2015). The Solution that we offer is that bixlalis a polysemy and its multiple meanings difference can be explained diachronically. We shall provide historical evidence as well as provide bridging examples which explain the shift from one stage to another down the grammaticization path.

This paper aims to propose a discussion about the construction of the referent The place where I live in the V edition of the Portuguese Language Olympiad Writing the Future, while trying to hold a dialogue between the theory of referentiation and the concept of objectivity in brackets proposed by biologist Humberto Maturana. Part of this discussion includes the partial results of our master's research in the Postgraduate in Applied Linguistics Program, State University of Ceará. In this research, we analyze nine texts of opinion written by students of a state school in Fortaleza, produced and intended for this educational event. However, for the current work, we analyze just one text. We seek to achieve the approximation of the theories under discussion in the production of the texts, including the reference articulation that cover The place where I live in the analyzed text. From what we see, the construction of this reference exceeds relations between the words marked by direct expressions or predications attached to it. In fact, it occurs in relation to other related available in text and occurs before the mention by linguistic expressions, as already part of individual and collective buildings, marked by sociohistoric aspects and the intertextual relations with other sources.

Language, with its plural contents, takes place in the expression of a specific speech, crossed by interdiscursivity, patented in the multiplicity of texts, as Charaudeau and Maingueneau (2011) taught. Every language, being immanent to people with different histories and cultures, has an extensive discursive diversity, reflected in the different domains or communities that take hold of it. All these various domains, however, provide patterns for their speakers to understand each other. These patterns, when grouped in sets, can be considered as grammars that describe the variants of a language, which causes a polysemy inherent to the concepts of "grammar" and "pattern". It is up to the school, in a dialectical perspective involving variants born in several factors, present to the student the standard variant, because this variant is suitable to certain situational contexts and, therefore, their knowledge allows full access to citizenship, as shown by Azeredo (2008). I try in this paper to explain this statement, as well as outline ways to generate a successful standard-grammar teaching, based on a set of practices involving prescription (evidenced by scholars as BECHARA, 1990), subjectivity (taken by linguists as BENVENISTE, 1998) and otherness (presented in the works of FIORIN, 2006; NEVES, 2000 and ANTUNES, 2003).

This paper results from the research project “O léxico no livro didático”, that has been developed since 2010, at the Language Institute of Universidade Federal da Bahia, based on the works of Irandé Antunes (2012), Carlos Alexandre Gonçalves (2007); Margarida Basílio (1998; 2006), Luiz C. de A. Rocha (1998), among others, about word-formation, vocabulary building and teaching. It aims to know if it is true what Antunes (2012) says about the fact that although the linguistcs studies have promoted some important changes in the teaching of text and discourse in Brazilian schools, these changes have not reached the teaching of word-formation and vocabulary building.

This paper was developed through a qualitative study of an action research. We care to discuss and develop a didactic sequence for the acquisition of Portuguese as a second language for deaf students in a fun and meaningful way through the genre bibliographic description so that deaf students can develop skills to act socially both in academic situations or specific professional. Working with this genre directed pedagogically in class, making them deaf students create and reflect on upcoming issues of their reality, is presented as essential today. For today, we understand that quality education can only be achieved by deaf students, if teachers take them to reflect on situations that surround them in the real world. We understand that to achieve these goals in deaf students, teachers should make the class a laboratory room, always raising situations-problems that encourage students to think.

This paper describes the didactic approaches on the punctuation marks found in volumes from 6th to 9th year of two collections: Português: uma proposta para o letramento, by Magda Soares, and Português: linguagens, by William Roberto Cereja and Thereza Cochar Magalhães. In support of our investigation, the research has theoretical framework the contributions of Dialogic Discourse Analysis, taking as input some key concept developed by Bakhtin´s Circle: discourse genres. From the methodological perspective, two axes were proposed: a) presentation of the keyword; b) description of the discursive enunciation-didactic approaches on the use of punctuation in two collections listed. The results show considerable differences in approach to the punctuation signs of the content between the two collections, which highlight the heterogeneous distribution of content in different grades, and the concentration given to the oral modality in Português: uma proposta para o letramento.

Grounded on the concept of performance as the act of doing something or the outcome accomplished in an exhibition, this paper aims at analyzing the erotic experiences represented in the film Fading Gigolo, directed by John Turturro regarding two indissociable aspects: form and content. The latter concerns the analytical aspects in which the film’s aesthetics is circumscribed, namely, how it’s the cinematic language is structured harmoniously. The former, in turn, deals with the issue of eroticism in the construction of narrative structure, in a direct association with the structure of cinematic language, as well as other issues tackled in the film such as the religious dimension and gender. The performance is responsible for linking between the two aforementioned parts inasmuch as the film, conceived and produced by a group of filmmakers, as well as the characters act out and interact in the unfolding of the film’s narrative aiming the accomplishment of their acts. The theoretical background is divided in three categories: the first one approaches aspects related to eroticism (Bataille, Castelo Branco), given their contribution to the discussion regarding the personal relations as well as existing social repression/transgressions. The studies related to performance are developed from the works of Cohen and Zumthor. Finally, the art examination, to a certain extent, and the cinema in its restrict sense are based on the researches of Freitas and Bahiana.

This paper intends to present the production and usage project of a Language Learning Object (LLO), a digital resource with educational purposes guided by the communicative English teaching. This LLO was specifically created for Spanish as Foreign Language (S/FL) teaching, elaborated for an extension course of the Research and Language Teaching Laboratory of Universidade Federal de Santa Maria (UFSM). This study is justified by the necessity of expanding and popularizing the LLOs, recently theoretically conceived in academic ambit. The research was schematized, planned and accomplished guided by the resourceful cycle of didactic materials production for language teaching, that contains minimally four steps: (1) analysis, (2) developing, (3) implementation and (4) evaluation. The LLO was destined to a group of students of the Basic Spanish 1 course, of the Línguas no Campus (LinC) project. After the LOO planning, named “Mi exterior e interior”, and it´s usage in one of the abovementioned S/FL course, it was evaluated, through questionnaires and interviews, that resulted in reformulation and improvements in the material at issue.

In this paper, we propose a reflection on how children in the second year of primary school make the reading of texts that require (and allow) inferences metaphorical and metonymic. We are guided by scholars as Belintane (2013), Magalhães (2007), Jakobson (1981), Saussure (1995), among others and develop a qualitative, interpretive research that is constituted as an action research. We aimed to discuss how children who are placed in alphabetical writing, make reading playful narrative texts and mediated by the image that require inferential comprehension, in order to promote advances in students skills that are already considered readers, but having performance and different behaviors when dealing with written texts.

This paper has as main objective to realize an analysis of the produces of the identities, of the productions of the subjectivities, of the operation of the virtual and, obviously, of the discourse on YouTube. It uses as analysis corpus amateurs videos that stand as celebrities of YouTube, where they convey and (re)produce certain identities when they propagate the music of the contemporary singer Lady Gaga, with which establish some continuities and discontinuities. Through syncretic language they produce certain discourses that follows a discourse order. Thus, it starts from the theoretical and methodological framework of French Discourse Analysis, more specifically derived from reflections of Michel Foucault.

This paper discusses the mode how is manifesting the process of Monophthongization in textual writing production of children who complete the cycle of childhood, name assigned to the first three years of schooling for literacy. It too describes, based on Quantitative Sociolinguistic (GUY; ZILLES, 2007), the set of linguistic – classes of words, tone of the syllable and context later phonological – and extra linguistic factors – age group, educational level and sex of informants – constraints of presence/erasure of decreasing oral diphthongs /ey/, /ay/ and /ow/ in writing of such subjects in the final years of the first stage of basic education. The Monophthongization consists in glide deletion of these diphthongs, reducing the vowel-to-vowel meeting. This description seeks to assist the teacher in mediation student self-monitoring process with regard to differences between oral language and writing. If adopted such as corpus analysis fifty texts written by students from third, fourth and fifth years of an urban public school of the municipality of Itabaiana – SE. The occurrences of diphthong and monophthong were submitted to statistical tool GoldVarb X (SANKOFF et al, 2005). The results achieved show that the presence/deletion of the glides / y / and / w / of the diphthongs in study is conditioned by extra linguistic factors: age group and education, and linguistic factors: phonological context later (type of consonant) and classes of words (no verb).

Many studies have addressed the issue of migration and displacement, one of the main geopolitical challenges of our time, but far fewer have analysed it using an interdisciplinary framework and selecting literary and artistic practices from a transnational context. !e purpose of this paper is to describe the way in which the artists use the specificity of medium and mechanism in their projects to reflect on the current migratory crisis and forced migration, to critique the securitization or the politics of immigration in recent years and to explore a tactical use of tech-nologies in order to expand public consciousness and political debate. It is directly focused on the migratory processes involving Mexicans who go to the United States and its connection to the complex political imaginary of these regions, and on the relationship between identity and marginalization, particularly the influence of the conceptualization of migrants as the Other in contemporary European society. Based on the analysis of a series of case studies both from a theoretical and from an artistic point of view –, this research intends to understand how these projects explore forms of critical intervention, dissent or disruption of a dominant semiotic regime by stimulating critical thinking about consolidated narratives and sign systems of identity and difference.

/is paper aims to analyze whether the differential treatment dedicated to national citizens and immigrants would be discriminatory. /e issue of international migrants arises today in very different fields of society. However, the core of the discussion here is not only the act of crossing borders – focus of much of the philosophical publications about immigration. /e focus of the analysis is the difference of rights and obligations between international migrants and national citizens. It is not about one country or another, but the discussion concern the category ‘national citizen’ in relation to the ‘foreign’, regardless of the country. We will discuss the concept of discrimination, in order to debate the restrictions over the rights of the strangers on the background of this conceptualization. Our goal is to show that this differential treatment would characterize as discrimination, because the arguments that support this differentiation are insufficient for justifying it.

The Orthografia, ou Arte de Escrever, e Pronunciar com acerto a Lingua Portugueza (1734) by the eighteenth century orthographer Madureira Feijó is undoubtedly one of the most important metaorthographic works of the eighteenth century. However, it cannot be considered an independent work, since there are indications that it is but a part of the author’s neo-Alvaresian work that became famous under the title Arte Explicada. In the present paper, we intend to analyse the relevant ads that were published in the Gazeta de Lisboa Occidental, between 1729 and 1734, with the intent of proving that Feijó’s Orthografia constitutes the fourth and last part of the first edition of the Arte Explicada, published in a total of six volumes in Miguel Rodrigues’ Lisbon printing shop.

Reflecting on human emotiveness in literary work, this paper examines some questions motivated by the text “Lágrimas de Heraclito”, written by the Portuguese Padre António Vieira. This literary text deals with laughter and weeping, expressing the existential paradox of emotions. The new paradigms of knowledge, as described by the Indian researcher Amit Goswami, provide us with the integrative approach that conceives consciousness as being the unity of life, gathering together thoughts and feelings. In approaching the emotiveness phenomena, the idea of consciousness primacy helps us to elucidate the moral and ethical questions implied in poetic creativeness. Considering that the integrative paradigm amasses multiple spaces for humanities studies, this reading is an attempt to answer how the intuitive and symbolic expressions of emotional creativity appear in literary artwork.

Proverbs are part of oral tradition in a society. They get meaning when they interact with a context, either when they precede or follow it. Proverbs, like any other linguistic element, are culturally meaningful in a given context. They are part of every society, and Hadoti proverbs are no exception to it. Such proverbs create a sociolinguistic reality and a unique identity to the indigenous people from the Hadoti region. This paper discusses how the identity of Hadoti speakers emerges from proverbs and is an attempt to capture this theme by analyzing what they say about the Hadoti region, culture, and people, and how the meanings that derive from a single-line phrase mirror the sociolinguistic reality and help establish an identity.

Based on “paradigm” and “progress” metatheoretical categories provided by Thomas Kuhn in The structure of scientific revolutions, 1962, this paper analyzes two Paris School Semiotics texts about the modalities believing and knowing: “Le savoir et le croire: un seul univers cognitif”, published in 1983 by Algirdas Julien Greimas; and “Reconnaissance de l’espace fiduciaire”, published by Claude Zilberberg in 1988. By means of a historiographical point of view, we propose a critical reading of these texts in order to analyze and discuss semiotics development and evolution about the aforementioned modalities.

This paper presents the analysis of children’s narratives, showing the dialogue between the reception of a story that was read aloud by the teacher and the written production made by students of the 1º grade of elementary school. The current study was conducted by two questions: (1) what elements have in the writing production of student that reproduce the story told by the teacher? (2) what new elements the students bring to their own narrative? Three texts of 1st year students of elementary school were analyzed. The texts showed stable textual elements and an enunciative heterogeneity. Based on Bakhtin, Chartier, Colomer and Teberosky it can be concluded that reading aloud to the class by the teacher, a collective procedure, after the production of narrative written by the student, an individual activity, constitutes a necessary methodological procedure for children to learn to communicate in writing in literacy.

Resumo Os objetivos de nossa proposta são: 1) elencar expressões idiomáticas formuladas a partir das palavras de maior frequência e chavicidade presentes no corpus composto pela legenda da série televisiva Gossip Girl em inglês; 2) analisar as opções tradutórias adotadas em português para esse conjunto léxico; e 3) converter os dados em uma proposta de atividades para o desenvolvimento das competências tradutórias, nos moldes de Hurtado Albir (2000, 2001, 2005). Para tanto, nos valemos da abordagem proposta por Camargo (2005, 2007), adotando o arcabouço dos Estudos da Tradução Baseados em Corpus (BAKER, 1995, 1996, 2000), da Linguística de Corpus (BERBER SARDINHA, 2004) e da Lexicologia (XATARA, 1994, 1998). Procuramos, ainda, associar o ensino de competências tradutórias ao uso de corpora para a formação de tradutores (BERBER SARDINHA, 2010). Os resultados apontaram para o uso de explicitações e de omissões no que tange ao processo tradutório das expressões idiomáticas. No âmbito das práticas em sala de aula, notamos que o uso de jogos abordando as EIs levantadas na pesquisa conduzem a uma interpretação léxico-semântica mais ampla, bem como ao reconhecimento das habilidades necessárias para lidar com a tradução de legendas para um público jovem. Palavras-chave: Pedagogia da Tradução Baseada em Corpus. Linguística de Corpus. Estudos da Tradução Baseados em Corpus. Expressões Idiomáticas. Gossip Girls. AbstractThe aims of this paper are: 1) to list idioms based on the most frequent words and keywords from a corpus of subtitles of the TV series Gossip Girl in English; 2) to analyze the translations used in Portuguese for this lexical set; and 3) to convert the data into a proposal of actiities for the development of translational competencies based on the studies of Hurtado Albir (2000, 2001, 2005). We also use the Camargo’s approach (2005, 2007), the framework of Corpus-Based Translation Studies (BAKER, 1995, 1996, 2000), Corpus Linguistics (BERBER SARDINHA, 2004) and Lexicology (XATARA, 1994, 1998). Besides that, we associate the teaching of translational competencies to use of corpora for translation training (BERBER SARDINHA, 2010). The results pointed to the use of explicitation and omission in relation to the translation process of idioms. Within the scope of practice in classroom, we observed that the use of games addressing idioms leads to a broader lexical-semantic interpretation and to the recognition of skills required to deal with the translation of subtitles for a young audience.Keywords: Corpus-Based Translation Pedagogy. Corpus Linguistics. Corpus-Based Translation Studies. Idiomatic Expressions. Gossip Girls.

Resumo Este artigo é baseado em um relato de experiência docente, em que tivemos a pretensão de estimular a reflexividade linguística dos alunos adolescentes da rede pública de ensino da capital cearense. O referencial teórico é pautado nos eixos conceituais: superdiversidade e transidioma (MOITA LOPES, 2013; BLOMMAERT; RAMPTON, 2011); multimodalidade e multiletramentos (JEWITT, 2010; SOARES, 2002; ROJO, 2012). Dessa forma, almejamos escrever como ocorrem os usos transidiomáticos nas práticas sociais dos alunos do 2o ano do ensino médio na construção de textos multimodais, a partir da perspectiva da superdiversidade e da multimodalidade. Diante do exposto, acreditamos que os usos transidiomáticos devem estar presentes nas práticas discursivas da escola, principalmente nas aulas de língua estrangeira, a fim de sensibilizar os alunos em prol de uma visão sociolinguística emancipatória. Palavras-chave: Transidioma. Multimodalidade. Experiência docente. Transidiomatic practices in Spanish as a Second Language: multimodality in the public school Abstract This paper is based on a teaching experience, from a perspective of the linguistic reflexivity for high school students of a public school located in Fortaleza, Ceará, Brazil. The theoretical framework is related to these approaches: superdiversity and transidiomatic uses of language (MOITA LOPES, 2013; BLOMMAERT; RAMPTON, 2011); multimodality and multiliteracies (JEWITT, 2010; SOARES, 2002; ROJO, 2012). Thus we intend to show how transidiomatic linguistic uses occur in the social practices of the students from high school of the second degree in Brazil. We will see, in fact, the construal of multimodal texts, from the perspective of the superdiversity and the multimodality. We consider transidiomatic uses as present in the classes, mainly in second language classes, in order to make the students aware of an emancipatory sociolinguistics view. Keywords: Transidioma. Multimodality. Teaching experience.

Resumo O ensino de línguas é norteado pela concepção acerca da natureza da linguagem, seu funcionamento e função nas práticas sociais, bem como das concepções e dos postulados sobre como se deve ensinar e aprender línguas. O escopo da pesquisa em Linguística Aplicada é bastante amplo no que tange à natureza dessa concepção, denominada abordagem, presente em todas as esferas do complexo processo de ensino e aprendizagem de línguas, e uma dessas esferas é o material didático. Grandes mudanças nos paradigmas de ensino de línguas bem como o advento de novas tecnologias têm transformado o material didático, conferindo-lhe cada vez mais uma natureza multimodal (vários modos semióticos para produção de significado). Nosso enfoque neste trabalho é a investigação acerca da relação existente entre a multimodalidade textual presente nas capas de três materiais didáticos para ensino de Português para estrangeiros publicados no Brasil e a abordagem que subjaz a esses materiais, tendo em vista os textos multimodais como enfoque e ponto de partida. O estudo evidencia a natureza multimodal da linguagem e conclui que um foco mais intenso na abordagem comunicativa, com ênfase nos processos de interação, requer que texto (linguagem verbal) e imagem (não verbal) sejam combinados de forma que promovam um contexto comunicativo profícuo. Palavras-chave: Material didático. Multimodalidade. Abordagem. Abstract Language instruction is guided by the conception of the nature of language, its function and role in social practices, as well as conceptions and postulations about how one should teach and learn languages. The scope of research in Applied Linguistics is quite broad concerning the conception of that nature, known as approach, present in all spheres of the complex process of teaching and learning languages. One of those spheres is instructional materials. Major changes in the paradigms of language teaching as well as the advent of new technologies have transformed teaching materials, attributing them an increasingly multimodal nature (several semiotic modes for the production of meaning). Our focus on this paper is to research the relationship between the textual multimodality present in three coursebook covers for teaching Portuguese to foreigners published in Brazil, and the approach that underlies these materials, having the texts as our multimodal focus and starting point. The study highlights the multimodal nature of language and concludes that a more intense focus on the communicative approach, with emphasis on interaction processes, requires that text (verbal language) and image (non verbal) are combined to promote a meaningful communicative context. Keywords: Language teaching materials. Multimodality and foreign language teaching. Approaches.

Resumo Este artigo tem por objetivo mostrar como a classe gramatical do verbo é trabalhada em um material didático, elaborado pelo Grupo Educacional Etapa, voltado para o 4º ano do Ensino Fundamental I. Para tal, realizamos a análise de algumas atividades, com a finalidade de perceber se são atividades de cunho epilinguístico ou reproduções de exercícios metalinguísticos. O texto foi organizado em três seções destinadas: à discussão acerca do ensino de gramática; ao foco na classe dos verbos; e à análise de algumas atividades do material selecionado como corpus, articulada com a proposta de práticas reflexivas como a de Análise Linguística. Palavras-chave: Ensino. Gramática. Análise Linguística. Verbo. Linguistic Analysis as class practice: teaching/learning verbs in the elementary school Abstract This paper aims to show how the grammatical category of the verb is presented in a coursebook, prepared by Etapa Educational Group, for the 4th year of Primary Education in Brazil. In order to do that, we make the analysis of some activities in order to understand if the activities comprise epilinguistic features or if they are simply reproductions of meta-linguistic exercises. The text is organized in three sections: the discussion about teaching grammar; the focus on the category of verbs; and the analysis of some activities selected as corpus, combined with the here proposed reflective practice known as Linguistic Analysis. Keywords: Teaching. Grammar. Linguistic Analysis. Verb.