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This study investigates the linguistic organization of the introduction sections of academic papers from the Veterinary Medicine field in terms of the two basic systems that determine how one clause is related to another: taxis (degree of interdependency) and logico-semantic relation (Halliday; Matthiessen, 2014, p. 438). All the clauses from the introduction sections of five published academic papers were analyzed. The results showed a high recurrence of simple clauses and embedded clauses in the corpus. In the clause complexes, the preference is for paratactic extensions. The results of this analysis may help understanding the functioning of academic writing in English language in this specific field.

In this paper, we provide a brief description of the multidisciplinary domain of research called Natural Language Processing (NLP), which aims at enabling the computer to deal with natural languages. In accordance with this description, NLP is conceived as “human language engineering or technology”. Therefore, NLP requires consistent description of linguistic facts on every linguistic level: morphological, syntactic, semantic, and even the level of pragmatics and discourse. In addition to the linguistically-motivated conception of NLP, we emphasize the origin of such research field, the place occupied by NLP inside a multidisciplinary scenario, their objectives and challenges. Finally, we provide some remarks on the automatic processing of Brazilian Portuguese language. Key words: natural language processing, human language technology, computational linguistics, linguistics, natural language.

This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovation where affect/emotion has been integral to the pedagogical and literacy strategies described. Key Words: affect; emotion; critical affective literacy; duoethnography; democratic pedagogies.

In service encounters between social workers and clients, professionals introduce clients to specific bureaucratic procedures required by the institution and provide assistance in handling problems related to their institutional affairs. Here, paper-based documents are treated by the participants as relevant objects containing important textual information about clients’ rights and obligations, and duly presented by professionals to clients so to inform them of relevant matters at hand. Based on a corpus of video recordings of Social Work encounters in Portugal, and taking a multimodal conversation analytical approach, this study examines how social workers present paper documents to clients and how, through talk and bodily conduct, they ensure clients’ ability to inspect and make sense of relevant information, managing practical problems concerning clients’ access to documents and knowledge of the information contained therein.

This paper aims at discussing the need to formulate a bridge between a theory of language (Critical Discourse Analysis, for example) and research on {coteaching|cogenerative dialogue} as a means to not only understand participants identity transformation but also the power relations fostered in {coteaching|cogenerative dialogue} contexts. It is grounded in a socio-historical-cultural perspective of learning and critical discourse analysis. The results of such alignment, in this paper, are presented as a proposal for investigating the ways of exercising control in the ways of acting and interacting in {coteaching|cogenerative dialogues} or other collaborative and democratic environments.Key-Words: critical discourse analysis, interaction, power, socio-historical-cultural perspective.

The article is dedicated to world-modelling in commercial advertising. The author draws on European and Russian cognitive-discursive theories, which emphasize the importance of studying discourse in terms of mental representations and sets out the basics of World Modelling Theory. The named theory is used in the paper as a framework for understanding linguistic mechanisms of structuring information about the world by ‘the powerful’ agent of advertising discourse and its representation in slogans for the main objectives of communication. The argument is that text-worlds, generated by slogans, are cognitive-pragmatic representational structures of discourse, mediating the interaction of agent, client, and product, that depend on a wide range of contextual factors, having marketing character. The paper considers linguistic mechanisms of activating representational structures in correlation with pragmatic aspects of advertising communication, which lead to profiling three entities in the text-worlds – ADDRESSER, ADDRESSEE, PRODUCT. Typical world-modelling patterns are analyzed in the perspective REALITY – POTENTIALITY. It is shown that agent of discourse governs the perception of state of affairs presented in the text-world either exploiting the existing mass representations or creating new ones that eventually become socially accepted.Key-words: advertising discourse, text-world, world-modelling

This paper investigates sociolinguistic styles as indexes to social identities in the context of the ‘German’ colonial zone in Rio Grande do Sul, Brazil. On the basis of a detailed sequential and stylistic analysis of three interactional episodes in a sindicato office it is shown that the deployment of sociolinguistic style is relevant for the display and ascription of identity-related features of ethnic belonging (daitsch) and positioning on the rural-urban continuum (colono). In particular, the paper focuses on language choice and code-switching/mixing. Key words: identity, bilingualism, German in RS.

As a research tradition that has developed in the search for the understanding of human actions through the observation and later systematization and analysis of everyday conversation, Ethnomethodological Conversation Analysis (CA) as a theoretical-methodological approach can also contribute to reflections on linguistic education and language teacher education. Although this is not CA’s core concern, several concepts, analyses and discussions can provide a broader understanding of language teaching and learning. In this paper, we address some of them: the description of some characteristics of classroom talkin- interaction; the concept of participation, its conversational modes and structures, and its relation to the construction of collaborative learning contexts. Based on microethnographic analysis of classroom interaction data (Bulla, 2007, 2014; Schulz, 2004, 2007), this paper aims at demonstrating how the teacher can rethink and broaden notions such as language use in the classroom, teaching methods, language learning, modes of participation and protagonism in learning, and collaboration. We aim at demonstrating how CA can be of extreme relevance both for experienced and in-service teachers to rethink pedagogical practices, to broaden the understanding of what is done in classroom and to envision ways of updating the conception of language education in classroom interactions.Keywords: linguistic education, Ethnomethodological Conversation Analysis, teacher education.

This paper aims to present data and reflections on how information and communication technologies (ICTs) have been integrated into the content of Brazilian Portuguese classes in elementary school (6th to 9th grade) and high school, publicly available at the Teacher’s Portal website. This research is part of the project “O Portal do Professor: contribuições e implicações para o ensino de Língua Portuguesa na Educação Básica no Triângulo Mineiro”, funded by Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG) and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) through the public notice 13/2012 – Research in Basic Education. The corpus consists of 375 classes, of which 304 are elementary school classes and 71 are high school classes. The assumption that guided this paper was that ICTs should be used to allow engagement of the students as mediators of educational practices, using a multiliteracy approach to the production of meaning. The analysis of these suggestions showed that ICTs were used for different purposes, as follows: (i) visualization of content, (ii) research, (iii) replacement of traditional tools, (iv) production of (digital) genres, (v) information and/or activity sharing, (vi) experience, interaction, and use of a genre, and (vii) transposition of modalities. Overall, the data revealed that ICTs are widely used in pedagogical proposals; however, the uses proposed in class are still questioned, considering the technologies with teaching purposes for the promotion of multiliteracies.Keywords: teacher’s portal, information and communication technologies, multiliteracies.

The article is dedicated to world-modelling in commercial advertising. The author draws on European and Russian cognitive-discursive theories, which emphasize the importance of studying discourse in terms of mental representations and sets out the basics of World Modelling Theory. The named theory is used in the paper as a framework for understanding linguistic mechanisms of structuring information about the world by ‘the powerful’ agent of advertising discourse and its representation in slogans for the main objectives of communication. The argument is that text-worlds, generated by slogans, are cognitive-pragmatic representational structures of discourse, mediating the interaction of agent, client, and product, that depend on a wide range of contextual factors, having marketing character. The paper considers linguistic mechanisms of activating representational structures in correlation with pragmatic aspects of advertising communication, which lead to profiling three entities in the text-worlds – ADDRESSER, ADDRESSEE, PRODUCT. Typical world-modelling patterns are analyzed in the perspective REALITY – POTENTIALITY. It is shown that agent of discourse governs the perception of state of affairs presented in the text-world either exploiting the existing mass representations or creating new ones that eventually become socially accepted. Key-words: advertising discourse, text-world, world-modelling

This paper aims at discussing the need to formulate a bridge between a theory of language (Critical Discourse Analysis, for example) and research on {coteaching|cogenerative dialogue} as a means to not only understand participants identity transformation but also the power relations fostered in {coteaching|cogenerative dialogue} contexts. It is grounded in a socio-historical-cultural perspective of learning and critical discourse analysis. The results of such alignment, in this paper, are presented as a proposal for investigating the ways of exercising control in the ways of acting and interacting in {coteaching|cogenerative dialogues} or other collaborative and democratic environments. Key-Words: critical discourse analysis, interaction, power, socio-historical-cultural perspective.

This paper was originally published in 1992. It arose out of a project to study how clinicians tell parents a diagnosis of a developmental disability. That specific project was part of a larger one conducted in 1985-1986 to study the delivery of bad and good news in both ordinary and medical settings (Maynard, 2003). As part of the developmental disabilities study, we also examined how testing was done as a precedent to deciding on diagnosis (Marlaire and Maynard, 1989), and the paper here about the “interactional substrate” was meant to show the orderliness of testing interactions – the basic structures that made it possible to generate valid and reliable examination scores that could lend to the official assessment. More recently (2013-2015), a research team and I returned to the same clinic with a grant from the U.S. National Science Foundation, to study more intensively the testing and diagnosis of Autism Spectrum Disorders (ASD). In the time between the 1985 study and the recent one, the prevalence of ASD had skyrocketed in the U.S. from 1 in 5000 children to the current rate of 1 in 68. A study of the micro-interactions surrounding testing and diagnosis does not explain the increase in prevalence but it does say just how testing is done and how clinicians use results and other information to diagnose children. With regard to testing, in particular, we have come back to the paper on the interactional substrate again and again because probing this substrate and the practices by which it is constituted remains as an avenue in to understanding ASD as not just a condition of the child but as something that is manifested as a feature of social interaction. There are ways in which ASD as a child’s condition is co-produced by way of (i) the orderliness of interactions between clinicians and children, and (ii) how tests constrain both the clinician and the child in terms of what is visible as “competence.” Thus, in current work, we distinguish between what we call first-order, or concrete competence, which, by way of the interactional substrate, allows testing to be done, regardless of what the official results may be, and second-order displays of abstract competence (Maynard and Turowetz, 2016). Abstract competence involves the ability to produce general answers or ones that are shorn of embodied or other contextual orientations to questions or that involve what Donaldson (1978) has called “disembedded knowledge.” The emphasis of clinical tests on measuring second-order, abstract competence may obscure various kinds of first-order, concrete competence and “autistic intelligence” a child displays (Maynard, 2005). By doing so, testing can potentially make the child seem more impaired than he or she is, or at least suppress information that could improve performance and/or be informative for how to design home and schooling environments that enhance a child’s skills and integration into these social units.Keywords: psychological testing, conversation analysis, disability.

This paper was originally published in 1992. It arose out of a project to study how clinicians tell parents a diagnosis of a developmental disability. That specific project was part of a larger one conducted in 1985-1986 to study the delivery of bad and good news in both ordinary and medical settings (Maynard, 2003). As part of the developmental disabilities study, we also examined how testing was done as a precedent to deciding on diagnosis (Marlaire and Maynard, 1989), and the paper here about the “interactional substrate” was meant to show the orderliness of testing interactions – the basic structures that made it possible to generate valid and reliable examination scores that could lend to the official assessment. More recently (2013-2015), a research team and I returned to the same clinic with a grant from the U.S. National Science Foundation, to study more intensively the testing and diagnosis of Autism Spectrum Disorders (ASD). In the time between the 1985 study and the recent one, the prevalence of ASD had skyrocketed in the U.S. from 1 in 5000 children to the current rate of 1 in 68. A study of the micro-interactions surrounding testing and diagnosis does not explain the increase in prevalence but it does say just how testing is done and how clinicians use results and other information to diagnose children. With regard to testing, in particular, we have come back to the paper on the interactional substrate again and again because probing this substrate and the practices by which it is constituted remains as an avenue in to understanding ASD as not just a condition of the child but as something that is manifested as a feature of social interaction. There are ways in which ASD as a child’s condition is co-produced by way of (i) the orderliness of interactions between clinicians and children, and (ii) how tests constrain both the clinician and the child in terms of what is visible as “competence.” Thus, in current work, we distinguish between what we call first-order, or concrete competence, which, by way of the interactional substrate, allows testing to be done, regardless of what the official results may be, and second-order displays of abstract competence (Maynard and Turowetz, 2016). Abstract competence involves the ability to produce general answers or ones that are shorn of embodied or other contextual orientations to questions or that involve what Donaldson (1978) has called “disembedded knowledge.” The emphasis of clinical tests on measuring second-order, abstract competence may obscure various kinds of first-order, concrete competence and “autistic intelligence” a child displays (Maynard, 2005). By doing so, testing can potentially make the child seem more impaired than he or she is, or at least suppress information that could improve performance and/or be informative for how to design home and schooling environments that enhance a child’s skills and integration into these social units. Keywords: psychological testing, conversation analysis, disability.

This paper aims at demonstrating the possibility of insertion of literature in English in Brazilian High School classes. In the literary field, the object of study is the comedy play The taming of the shrew, by William Shakespeare. This text is utilized in the teaching proposal of the dramatic genre. Therefore, in this paper, the discursive, social and pedagogical dimensions due to the choice of a classical text in a High School syllabus will be considered and discussed from a theoretical review about governmental curriculum guidelines for teaching English at this school stage. The analysis of the concepts of literature, reader and response is tackled with emphasis on theories in the of Reception Aesthetics, aiming at the refl ection about the importance of school in a desirable popularization of the classics. It is intended to present a supported proposal for the teaching of English with this Shakespearean literary text, assuming that the dramatic genre contributes to articulate teaching of oral communication, writing and reading, which means an appropriate approach to English teaching in Brazilian Public High Schools, according to the Brazilian National High School Curricular Guidelines. Although it does not discuss the insertion of English literature, this document presents the concept of literacy as a basic element of foreign language teaching.Key words: literature, dramatic text, literacy.

This paper focuses on school practices, from a discursive approach of a presidential decree regarding a plan of educational goals. The theoretical perspective refers to a parallel between the concept of discursive practice (Maingueneau, 1997) and the concept of power formulated by M. Foucault (2002, 2006). The analysis points to the relevance of both notions as a key to the denaturalization of the social, highlighting the simultaneous production of language and world. The paper also explores the effects of the emergence of the image of business leadership in teacher’s work, on the basis of the analysis of the goals of the decree.Key words: discursive practice, power, genres, presidential decree.

Advances in digital technologies have made us immerse in an increasing world of images, turning us not only consumers, but also producers of multimodal texts. Consequently, communication has become more and more visual, and conceptions on what is to be literate in the 21st Century need to be rethought to prepare its citizens to read, interpret and express themselves through those texts. How to achieve it and what are the gains and losses from this achievement is a concern educators have, especially those in teaching training. This paper is part of a study that aimed at investigating the viability of teaching categories from the Grammar of Visual Design (Kress and van Leeuwen, 2006), as a tool to promote visual literacy when reading and viewing skills are integrated (XXXXX, 2017). In this part of the study, we discuss the meaning eight pre-services teachers made when reading an advertisement, and its implication to their visual literacy according to Callow’s model (2005). The results showed the rise of a reader-viewer (Serafini, 2014; XXXXX, 2017), who makes meaning on the verbal and the visual, more conscious, and aware of the importance of integrating those modes, but also more critical and structuralist, and less affective.

This paper examines two translators’ translational habitus in face of obstacles imposed by culturally marked terms in Darcy Ribeiro’s works. We analyse a parallel corpus of Social Anthropology of Civilization, composed of the books: O processo civilizatório (1968) e O povo brasileiro (1995) and their translations into English, as performed by Meggers and Rabassa. We intend to observe the translation of culturally marked terms in Darcy Ribeiro’s works; to analyse the translational process concerning this terminological vocabulary; and to investigate the translators’ linguistic and cultural habitus based on Bourdieu’s analysis. Our approach follows the guidelines from the corpus-based translation studies, corpus linguistics, and terminology. Concerning the classification and data analysis, we based our research on sociology of translation, especially verifying how the concept of habitus acts in the translational process of Anthropological field. The methodology adopted in our investigation required the on-line tool Sketch Engine. The results revealed substantial variation within the translated cultural terms, for example: “cangaço” (cangaço/banditry), "cunhadismo" (cunhadismo/in-lawism), "sesmarias" (land grands/ grant pieces of land), "brancacarrões"(light-skinned/ light mullatos). The constant use of this strategy showed the translators’ social role through different lexical choices endowed with different social meanings, representing a trend in the translational habitus.

The procedure “didactic sequence” was developed by the researchers from the Geneva Group affiliated with the Sociodiscursive Interactionism with the objective of creating a language teaching methodology that the students could learn language practices that are configured in textual genres. However, this expression has become popular in Brazil and has been frequently used in indiscrimate ways by teachers, researches, magazine editors etc. Given this scenario, it is of extreme relevance to promote the understanding of this methodological procedure so that it can be used in a coherent form and so as that the objectives targeted by their mentors can be attained, namely, the developmen tof languages capacities associated to the reading and production of a textual genre. Therefore, this paper, resulting from our PhD research, aims to present the gears that move this didactic tool from its theoretical perspective, the social interactionism of Vigotski, in this case, represented by the Zone of Proximal Development notion. To structure the paper, the proposed association is illustrated with data and discussions generated by field research, with a collaborative-interventionist characteristic, developed during the PhD research.Key words: Portuguese language learning, didactic sequence, zone of proximal development.

This paper is a qualitative ethnographic study that aims to present refl ections on negotiation events in teletandem interactions, asynchronous telecollaborative context of language learning, within the scope of the interaction strategies adopted by participants to achieve comprehensibility. The project Teletandem Brasil: foreign languages for all (Telles, 2006) matches up native or proficient speakers of a foreign language with Brazilian undergraduate students to learn each other’s language, by communicating synchronically with application softwares like Skype, Oovoo or MSN. On this paper, based on the interpretive perspective of Hermeneutics, we analyze excerpts of teletandem interactions of partnerships established between students of a Brazilianuniversity and American universities. The excerpts presented here have been taken from different moments of the research studies conducted at the teletandem laboratories of UNESP Assis and São José do Rio Preto and are part of the database of the works of Santos (2008) and Garcia (2010). In this article, in the data analysis, we highlight the focus on form and on lexicon as characteristics of the interactions and analyze how the negotiations happen in this learning context mediated by technology.Among results we may highlight the prevailing of external feedback as a trigger to negotiation moves, the occurrence of adjustment processes between participants to get adapted to each other’s interaction behavior, as well as the evolution of this behavior as interactants get familiarized with the computer-mediated communication context, under the shape of changes in the participants choices regarding negotiation of meaning along their interaction experience.Key words: language learning; technology; meaning negotiation.

The objective of this paper is to analyze the construction of collaborative writing practices among a group of secondary schools students, by means of the use of some Internet tools. More specifically, such an investigation analyzes a corpus of textual productions generated over the course of a teaching project of a digital school news paper developed in a State school, located in Campinas SP, Brazil, between August and December 2008, together with a group of volunteers. The volunteers consisted of nineteen secondary students and a Portuguese teacher. This Constitutes as a qualitative investigation, situated within the Applied Linguistics field, and which is characterized, more specifically, as an action research, whose intention is not restricted to understanding or describing the world of practices, but, above of all, to trying to change it. The study is supported by the theoretical discussion about the digital revolution that occurred with the Web 2.0 advent. In particular, I show how changes inherent to the passage from Web 1.0 to Web 2.0 reflected on the Internet creation processes, more specifically, on the (multi)authorship and collaboration on the web by means of tools which promote collaborative writing practices. Finally, as analytical devices for analyzing the data generated, I adopt the references proposed by Horton et al. (1991), and adapted by Lowry et al. (2004), which are based upon: collaborative writing activities, collaborative writing strategies, collaborative writing roles and collaborative writing modes.Key words: collaborative writing, Web 2.0, digital tools, school.

This paper discusses the boundaries of Frame Semantics for multilingual lexicon development. This is a contrastive study of verbs of judgment in English and Brazilian Portuguese using the parallel corpus COMPARA. The contrastive analysis of four lexical units, to accuse, to blame, to criticize and to praise places emphasis on points to be developed in order to create multilingual frame-based databases that are able to describe lexical meaning more broadly. The discussion of translation equivalents is important not only for translation studies, but also for multilingual lexicon development. Finding a proper translation equivalent is the fi rst step in the development of multilingual resources. This paper explores the complex meaning networks existing between languages when they are compared.Key words: Frame Semantics, verbs of judgment, contrastive linguistics.

This paper discusses issues raised by Charles Goodwin’s research, as proposed by the organization of the II International Conference Language and Interaction. Following a brief contextualization of Goodwin’s research, specific aspects of the paper he presented at the conference are addressed, such as his criticism to logocentrism and to Bakhtin’s and Gofman’s interactional models, his vision of embodiment as a social phenomenon, his vision of an aphasic person as a competent interactant, and his view of professional learning as a collaborative embodied achievement. Some points of discussion between Goodwin’s research approach (Conversation Analysis and Ethnometodology) and the author’s approach (Interactional Sociolinguistics and Narrative Analysis) are identified. Among others, the following questions are addressed: the nature of the proposed multissemiotic system, the possibility of dialogue between different social visions of embodiment and emotion, and the integration of history, power and morality in the micro-modality analysis.Key words: minteraction, multimodality, embodiment, collaborative interaction, emotion.

This paper is part of a project called MOdEAS that aims at creating a model of the Admission Interviews (AIs) in Public Mental Health carried out in Youth Centres of Mendoza Province, Argentina. My study focuses on the Narrative Instances (NIs) that are part of the AIs. The categories of NIs that I apply in my study ―Narrations (Labov, 1972) and Recounts, Anecdotes, Exempla and Observations (Plum, 2004; Martin and Rose, 2008)― have been developed by using written narrative texts or oral ones but induced. The NIs of the AIs are, on the contrary, spontaneous and coproduced. As a consequence, it is necessary to make changes in the aforementioned categories of narratives so that they suit the spontaneous and coproduced orality of the NIs of my corpus. Therefore, the purpose of the first stage of my research project is to redefine the narrative categories so that they can be applied to the analysis of the NIs of the AIs. In Salmaso (2009) I redefined the category Recount; in this paper I provide a definition of Anecdotes. For the Anecdotes I propose (i) changes in the schematic structure through (a) the inclusion of the constituents ‘abstract’, ‘record of events’, ‘interpretation of the reaction’ and ‘reorientation’; (b) a change in nomenclature from ‘extraordinary event’ to ‘disruption’ in order to use the same label for this element in the different categories of NIs since it has the same function in all of them; (c) a redefi nition of the function of the ‘reaction’ and ‘coda’; and I also claim that (ii) due to the presence of an ‘interpretation of the reaction’, the purpose of the Anecdotes is to show the reaction of a participant/narrator to a disruption and to interpret such reaction.Key words: admission interviews, narrative instances, anecdotes, schematic structure.

This paper discusses an important parameter in corpus design and compilation: representativeness. This parameter is related to the need to include in corpora texts that represent several uses of the language so that comprehensive descriptions can be developed. The paper also presents a corpus of Brazilian Portuguese – CORPOBRAS – that comprises 27 discourse genres and is guided by the representativeness parameter. The paper finally lists several corpus-based studies that draw upon CORPOBRAS data. Key words: CORPOBRAS, corpus linguistics, genre variation, representativeness, oral and written discourse.

This paper presents the theoretical-methodological choices and the initial results concerning the observation of the incidence of reason clauses in Chemistry texts. Translated academic textbooks of the area are specially focused in this study. These textbooks are opposed to other types of texts such as papers from specialized journals and texts from science popularization magazines that focus specifically on Chemistry themes. From the results in Portuguese and the contrast between original and translated texts, some indications for the continuity of the study are given. Key words: causality, translation, chemistry.

The objective of this paper is to raise the debate, within SDI, as to whether it is relevant to take into consideration, into its epistemological assumptions, themes related to cyberspace linguistic practices, which have both theoretical and methodological implications. We try to reinstate the importance of enunciation in its power of explaining the theoretical locus of action and emotion, in linguistic studies of socio-cultural and psychological meaning, through a “series of heuristic hypotheses which allow us to understand the frequency or the absence of certain linguistic units in the analyzed texts, with the objective of studying the effect of communicative situations on the workings of language” (Machado, 1998). In our case, we have chosen hypertext as a textual organization which constitutes, par excellence, the text of cyber culture as a communicative situation. The proposed theme, from a SDI approach, can be understood with the use of five assumptions which have respective epistemological and methodological implications which will be briefly presented at the end of the paper due to lack of space. Key words: virtual environments, socio-discursive interactionism, production context.

This paper investigates sociolinguistic styles as indexes to social identities in the context of the ‘German’ colonial zone in Rio Grande do Sul, Brazil. On the basis of a detailed sequential and stylistic analysis of three interactional episodes in a sindicato office it is shown that the deployment of sociolinguistic style is relevant for the display and ascription of identity-related features of ethnic belonging (daitsch) and positioning on the rural-urban continuum (colono). In particular, the paper focuses on language choice and code-switching/mixing. Key words: identity, bilingualism, German in RS.

Adopting the perspective of multimodal conversation analysis, the paper shows the methodic organization of an action, making suggestions, achieved by sellers in response to customers’ requests for recommendations in shop encounters, and involving the showing and listing of available products. This focus on a specific sequential environment and institutional ecology, enables an exemplary discussion of how this action is multimodally formatted, embedded in its context, and shaped in relation to objects as discursive referents as well as materialities to be pointed at, looked at, touched and sensed in multiple ways. More generally, this focus enables to address two sets of issues: on the one hand, it elucidates the nexus between action, institutionality and materiality, including the role of multisensoriality in engaging with the qualities of buyable objects. On the other hand, it addresses the nexus between action and referential practices for introducing and presenting new referents, within an interactional perspective locating these grammatical practices and their systematic features within their praxeological context. On the basis of video data recorded in a gourmet shop in Lisbon, Portugal, this double focus targets issues of sensoriality and socialization in food culture, as well as issues of grammar in interaction, casting some light on situated uses of the verb ter for introducing new referents. Keywords: Social Interaction; Shop Encounters; Multimodality and Multisensoriality.

In a multilingual situation where some participants do not speak or understand one of the used languages, the participants need to balance between the language choice and the restrictions it creates for opportunities to participate. In this conversation analytic study, I examine how participants manage differentiated possibilities of participation in asymmetrically multilingual interactions in instances of language brokering and to what extent does brokering draw the recipient into the conversation. The paper concludes, first, that participants’ embodied displays of recipiency toward a main speaker, whose talk they cannot (fully) understand, as well as embodied displays of disengagement from the conversation, can serve to “recruit” linguistic assistance from others. Second, the broker’s orientations to the recipient’s participation status are reflected in the content of the brokering turns. The study thereby demonstrates how participants multimodally negotiate forms of peripheral participation and their accountability. The study argues that, although language brokering is done only occasionally and includes great variation in terms of how prior talk is translated, these practices are not random but result from a systematic interactional organization of action and participation.

I argue in this paper that Linguistics can ill afford any more not to address the threat posed by burgeoning populist tendencies all over the world, coupled with the alarming spread of fake news and little regard for truth. We, researchers in the area of language, have a duty to intervene in the developing state of affairs with all that we can muster. If that means having to rethink our claims to be doing science and therefore be mere observers of the unfolding scenario lest we should be reneging on our oath to maintain value neutrality at any cost, then so be it.Key words: rising populism; fake news; critical linguistics; value neutrality; intervention.

As a linguistic anthropologist my concern is to describe rigorously, systematically, and empirically the array of resources utilized by participants to build their ongoing social organization as the situated product of interactive practices. In the first part of this report I discus how we can integrate talk, intonation, the body, and the built environment into our analysis of language usage. An approach that combines analysis of talk in interaction with ethnography provides a more informed picture of girls’ lives than exists in either social science or popular literature. With this introduction to basic concepts of embodied action and situated activity system, in the second part of the paper I examine how the lived local social order is brought into being by investigating children interacting with parents in the midst of directive/response sequences (sequences in which parents are attempting to get their children to do something). The repetitive ways in which children and parents collaborate in the building of argumentative sequences I believe has consequences for how children, across a range of situations, develop negotiational skills. By looking closely at the type of order that is achieved, analysts can examine how moment-to-moment interaction is consequential for larger social processes. Key words: interaction, language practice, social processes.

Workplaces are constituted in socially embedded communicative practices. When interpreting work-related activities, workplace researchers have to trade carefully between micro-level social interaction and macro-level societal (trans)formation. On both fronts, they are positioned as outsiders to the dynamics of activities under study, although over time and with involvement they may become more integrated and accepted within a given community of practice, thus aligning themselves with participants’ perspectives. In this paper, I revisit the interrelationship between social structure and social interaction and propose a method of activity analysis as a way for studying workplace communication in practically relevant ways. At the same time, I suggest that the talk and text that are available for observation and analysis do not embody the entirety of the workplace ethos. Key words: knowledge/expertise, professional-client encounters, activity analysis.

This paper, based on the theoretical background of Corpus Linguistics, Phraseology, and Cognitive Semantics, aims at analyzing, in a corpus compiled from Pope Francis’ speeches, from 2013 to 2015, the metaphorical meanings emerged from phraseologisms, especially collocations and idioms which have as node the lexical item heart. With the help of the software WordSmith Tools, a large number of high metaphorical potential combinations were extracted. This result will allow us to argue, throughout the discussions and analysis carried out, that the lexical item heart is conceived, among other things, as a repository of emotions from which a lot of conceptual metaphors may arise. Keywords: metaphor, collocations, idioms.

The aim of this paper is to report on an experiment that approximates with translingual and multimodal practices in workshops about migration involving secondary public school students and to rethink its implications in relation to the teaching of English in contemporary transcultural landscape from a critical perspective. It is situated in a community project on critical education through languages, which involves a set of workshops from a partnership between a public university and a public secondary school. As a collaborative work, it includes language professors, undergraduate students and a teacher and her students from a public secondary school where the project took place. It reports on the students’ context, from which meaning making emerges and it is analyzed in the light of the theoretical conceptions here selected. It is founded on qualitative and interpretive methodology and it relies on contingent processes and procedures of the workshops in question. It assumes critical literacy as a social practice, translingual practices as part of the everyday experience resembling assemblage (instead of fixed and linear movements in meaning making) and multimodality as inherent to interaction in knowledge construction. The notion of workshop is equivalent to secondary school students’ meaning making. The result suggests that resources and practices resembling translingual and multimodal ones might enhance students’ engagement, creativity, critique and ethics modifying language teaching-learning and the use of technology.Keywords: insights for creative learning; teacher education; translingua-lmultimodal practices in public school.

The present article is the result of an analysis of the mexicanisms present in the Mexican movie ¿Qué culpa tiene el niño? (A nine-month hangover). The purpose of this paper is to analyze, from the sociolinguistic perspective, the choices made by translators to perform the translation of mexicanisms, to observe if translators take into consideration the socio-linguistic-cultural influences of translation theory and practice. Also, the study aims at observing if translators follow the technical subtitling standards, as demonstrated in the options made during the translation process. The data collected allowed us to conclude that, at the moment of the translation of mexicanisms into Portuguese, the translator/subtitle translator does not always consider the socio-linguistic-cultural influences of the theory and practice of translation, that is, they do not translate the cultural references present in the original movie audio into the language of the viewer.Keywords: Audiovisual translation, sociolinguistics, mexicanisms, movie subtitles.

Linguistic competence stands as a relevant item concerning English language teaching preparation. As another strand for learning/practice that might have an impact over such competence, songs might be used as a pedagogical input. Thus, this paper aims at demonstrating a sorting system for English lyrics designed to pre-service English language teachers. Our specific goals rely on assessing the lexical profile of the lyrics and also the presence/absence of 20 grammatical structures. The theoretical framework is based on Lexicology and Corpus Linguistics. Regarding methodology, a corpus was compiled with 3,000 songs, the most played between 1980 and 2010. The lyrics were processed by three kinds of software, namely Vocabprofile, CLAWS, and WordSmith Tools. Six lyrics were selected to illustrate our proposal. The findings concerning lexical profile and grammatical structures show that numerical information might serve as a parameter for the teacher to evaluate a song as suitable for the class.Keywords: lyrics, lexical profile, grammatical structure.

This paper examines the tweets that have been marked with the hashtag #aprendinoenem during the 2015 Brazilian High School National Exam – the Enem – and follow the logic of quoting the exam questions. It is tested the hypothesis that these tweets are aphorizations, as defined by Dominique Maingueneau. It is concluded that these tweets, by decontextualizing the question fragments, promote images (in and by the enunciation) that intend to discredit the authority of the exam.Keywords: aphorization, Twitter, Enem.

This paper discusses how some meta-genres constitute a relevant factor for the generic stability of the memorandum in the administrative activities’ systems of the Federal Institute of Pernambuco (IFPE), Recife, Brazil, in the period between 1973-2014. From the theoretical point of view, the present work belongs centrally to the Rhetorical Genre Studies (RGS), a perspective that defends genre as a social action motivated by recurrent rhetorical situations, mainly through the studies of Carolyn Miller, Charles Bazerman, and Janet Giltrow. As for the methodological aspects, this research is described as descriptive-interpretative, based on documentary analysis, whose nature is qualitative. The results indicate that the dictionary entries and the official writing manuals constitute conservative forces that contribute to the maintenance of the memorandum as a fairly formatted genre.Keywords: Rhetorical Genre Studies, meta-genre, memorandum.

Aligned with studies of metaphor in discourse, this paper looks at the role played by metaphors in achieving communicative purposes of sonnets. Taking the notion of genre as our primary analytical basis, we investigate how novel metaphors and, especially, their recognizability – i.e., their metaphoricity – can prompt subjective realization and subjective socialization in a corpus of sonnets. Both quantitative and qualitative analyses of activation devices of metaphoricity in such a corpus demonstrate that creative metaphors, as well as other verbal strategies related to metaphors – such as saturation and directness –, establish wide relations with both the creation of and the access to the figurative world of the poems. At the end of the day, we can conclude that metaphor recognizability, rather than metaphor occurrence, is mostly responsible for achieving communicative purposes in sonnets (and in poems in general).Keywords: metaphoricity, subjective realization, literary discourse.

Concrete poetry creates meaning by relying primarily on visual iconicity likewise sign languages (SLs). As they are visual-gestural languages, their modality allows a more transparent relation between the form of the sign and its meaning. Due to this common characteristic, the paper introduces the construction of SL literary material on the basis of the visual stimuli (mainly written) of concrete poetry. In this process, both languages (written and signed) are equal, since the reconstruction of the original text requires the close reading of their grammar and literary traditions. Keywords: concrete poetry; sign language; philology.

I argue in this paper that Linguistics can ill afford any more not to address the threat posed by burgeoning populist tendencies all over the world, coupled with the alarming spread of fake news and little regard for truth. We, researchers in the area of language, have a duty to intervene in the developing state of affairs with all that we can muster. If that means having to rethink our claims to be doing science and therefore be mere observers of the unfolding scenario lest we should be reneging on our oath to maintain value neutrality at any cost, then so be it. Key words: rising populism; fake news; critical linguistics; value neutrality; intervention.

While the role of inferencing has been widely acknowledged as key to reading comprehension, little has been done to approach these issues in teaching and assessing second-language reading comprehension in the Brazilian educational system. With this in mind, this research paper sets out to investigate the types of inferences that might be required for test takers to answer questions in the most important Brazilian university entrance exam, ENEM (Exame Nacional do Ensino Médio). This exam is taken by Brazilian students at the end of secondary school in order to assess their performance according to the school curriculum. The students’ grades can be used not only for scholarships, but also as a resource for applying for more than 500 Brazilian universities. In order to analyze the ENEM tests, we formulated a framework based on the extensive work of Kintsch and van Dijk and on the model of fluent reading comprehension established by Gagné and colleagues. The framework considered three main types of inferences: bridging, elaborative, and summarizing. The results show that test takers might have to draw more elaborative inferences, meaning they might need a significant amount of background knowledge in order to select the correct alternatives. Summarizing, inferences were also significant, which means the test takers might have to build a complete mental representation of the text, i.e., to integrate world knowledge with the ideas expressed in the text in order to construct meaning. Overall, the results are in consonance with the literature on inferencing, meaning that it does have an essential role in text comprehension. In conclusion, there should be teaching and assessing programs in place designed around tackling these issues.Keywords: reading, inferencing, assessment, ENEM.

In this paper, we try to compare the teaching-learning products of Brazilian students of German as a foreign language who learn the relative clauses of German from the proposals of progression of synthetic and analytical grammar topics, as described by Wilkins. It starts with a hybrid research proposal, combining elements of quantitative research with qualitative-interpretative ones, based on theoretical frameworks derived from the area of German as a foreign language and psycholinguistics, among others. To this end, data were collected from learners who had contact with the German relative sentences in an institutional setting, where textbooks were adopted with different proposals, namely studio d and Schritte International. It is considered that the teaching of grammatical topics in blocks, with the transmission of large volumes of information at once, as in the analytical approach and through the use of Schritte, can generate an overload of apprentices’ working memory. On the other hand, the teaching of grammar in phases or cycles, from the synthetic approach, allows the gradual deposit of information in the limited working memory. This would allow data to be based on long-term memory and can be accessed when new related data is being stored. The work and the experiment conducted confirm the initial hypothesis that both perspectives, when presenting their bonuses and burdens, lead to similar results in the teaching-learning process.Keywords: German as a foreign language, progression of grammar themes, relative clauses, memory.

This paper aims to reflect on the symbolic statute of the body and its significant materiality, considering its (inter)relation with memory and language. With this purpose, a possible interrelation between Eugène Delacroix’s painting, “La liberté guidant le people”, and Elisa Riemer’s poster of the 2nd Marcha das Vadias (SlutWalk), which occurred in the city of Maringá, in the state of Paraná, Brazil, was analyzed. The body was found to be a significant and historical materiality registered in a memory network, sometimes being absorbed by this network, sometimes rupturing with it.Keywords: discourse, body, memory.

This paper proposes a reflection on the (internal and external) lexical dynamism, including social networks, in order to discuss its contributions to Lexicography, as the lexicon of a language system is supported by its constant evolution. To meet this purpose, theoretical postulations from Lexicography and Semantics are introduced, as well as contributions from Pragmatics and Terminography. These are used to support discussions based on some lexical items found in the most updated dictionaries of Brazilian Portuguese language, such as Ferreira (2010) and Houaiss (2009); of Italian language, as Zingarelli (2016); and of English language, as Oxford (2015, 2016). New entries and new meanings found in these lexicographical works are discussed in terms of the influence of media and social networks. Their inclusion into the Brazilian, Italian and English linguistic systems are analyzed through examples of some lexemes, whose tendency is the increase of the lexical flow. The advance of technology was found to contribute to the exponential increase of the lexicon, particularly through social networks, which connect, at the same time, a wide range of native speakers and foreign users to the same environment. Lexicography could consider this recent technological reality in order to register these lexical items in the dictionary as they are created and disseminated; obviously, they would be subjected to inclusion criteria justified theoretically.Keywords: lexicon, lexical dynamism, social networks.

This paper aimed to describe the knowledge genres used in textbooks of five subjects in the second cycle of Chilean elementary education. Using a top-down/bottom-up approach, these genres were identified in a corpus of 100 textbooks distributed by the Chilean Ministry of Education between 2012 and 2016, and were characterized in terms of their communicative purpose, semiotic organization and discursive organization. The analysis showed that among the 15 knowledge genres identified there is a significant prevalence of those aimed at disseminating declarative knowledge. In addition, some genres occurred in only one subject, and those genres identified in all subjects varied significantly in their frequency of occurrence. These results show interesting differences among subjects in terms of the ways used to disseminate knowledge through recontextualization and resemiotization.Keywords: textbooks, knowledge genres, content variation, education.

This paper aims to assess how digital technologies can assist in the development of oral skills in students of English as an additional language by decreasing negative emotions, which tend to interfere with this process. The study was conducted at the Universidade Federal de Minas Gerais with a group of undergraduate students enrolled in a 60-hour online course on English oral skills development using digital technologies. The qualitative research method included observation of students’ online interactions, questionnaires and semi-structured interviews. The data were categorized into patterns of appraisal of positive and negative experiences. Results indicated an overall positive appraisal of the activities associated with feelings of confidence and comfort when students spoke English using digital technologies. Other feelings reported by some participants associated the experience with emotions of tranquility and pleasure. By letting these emotions flow, students may take more risks in their language use and increase their willingness to communicate in English.Keywords: oral skills, English, emotions, digital technologies.

In this paper our aim is to consider verbal interaction from the politeness Theory as a field of study within Pragmatics and oral Discourse Analysis. We review, firstly, the theoretical background that represents the starting point of this study. This theoretical framework is based mainly on general issues around basic concepts in relation to politeness from the main contributions of linguistics to its characterization. We then focus on the model developed by Brown and Levinson in which the concept of image (face) is crucial. The theoretical framework has allowed us to provide verbal expressions of politeness and analyze them prosodically in order to see whether they are correlated with specific and systematic prosodic procedures. The examples discussed are drawn from conversations with English speakers born in San Antonio Texas, with a medium-high cultural level, whose knowledge of the Spanish language is mainly acquired by language contact or studying the Spanish language. The concept of interculturality plays a fundamental role in these informants, because of the geographical land border of San Antonio Texas with Mexico, as well as the Mexican population in that city and its surroundings. The work is presented as an exploratory study in order to provide later more specific studies with a specific corpus, that will allow us to draw meaningful conclusions concerning the relationship between prosody and verbal politeness.Keywords: verbal politeness, prosody, interculturality.

This paper analyses the interactional positionings negotiated by a migrant student in the context of a situated narrative interview. This investigation takes into account the performative nature of language and the performative theorization of narratives. The interactional positionings are analysed by considering indexical cues present in the narratives. The study shows the unbalanced narrative performances of the student, which occur due to his migration experience.Keywords: narratives, performance, interactional positioning.

The aim of this paper is to analyze children’s production of humor from a linguistic perspective. Our research focuses on linguistic aspects of humor production and appreciation analyzed through a corpus of 148 narratives in Spanish about the same subject –a school trip to Mars‒ handwritten by nine-to-ten-year-old schoolchildren. Understanding humor as “the experience of finding something amusing”, the types of appreciation that children enjoy are: physical discrepancy; violation of expectations, rational behavior, and conceptual thought; production of linguistic rules in Martian language; and distortions/exaggerations. From this linguistic approach, these types of incongruity stem from logical mechanisms based on reasoning – analogy, coincidence, etc. – rather than on syntagmatic relationships, such as juxtaposition or parallelism, to quote but two. The children involved can use a number of humorous markers, including exclamations, and humorous indicators ‒metaphors and phraseological units, amongst others ‒ to narrate an adventure in this fantastic world. The present study would thus corroborate the acquisition of humor competence by children, based on the linguistic elements that they use in narratives.Keywords: humor competence, humor production, humor appreciation, incongruity, children.