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Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Lengua para Fines Específicos is the property of Revista de Lengua para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aimed to verify the instruments used to analyze if linguistic co-activation of signs occurs during reading by deaf people by means of a systematic review. The search for the studies occurred in databases using descriptors and criteria for the selection of articles, which led to the selection of six articles. The studies used semantic judgment tasks with implicit stimulus to verify linguistic co-activation, and their results corroborate the hypothesis of bimodal linguistic coactivation and point to the expansion of research with other language pairs, with control in the division of participants by levels of proficiency, schooling, and reading and writing habits. [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The interview is with the renowned Brazilian linguist Maria Helena de Moura Neves, recognized for her work in advancing functionalist studies in Brazil and for being the first woman to write a grammar of Portuguese. She discusses the development of research on language in use in Brazil, the lack of impact of this research on basic education, and the importance of linguistic databases. The professor also highlights how her studies in Greek and German contributed to her linguistic research, especially in Portuguese grammar. She defends the idea of categorical fluidity in grammar and criticizes traditional dictionaries for not considering the categorical shifts that occur in language over time. [Extracted from the article]

Higher education is responsible for educating and serving society, and guidance is among the competencies of a higher education institution. Facing the obligation to accomplish this proposal, the students come across a reality - such as the need to read and write - to which they often have not been stimulated in previous stages of their formal education. The activities inherent to scientific work enable reflexive situations on academic knowledge and their expansion at the research level. Due to such finding, in Term Paper (Trabalho de Conclusão de Curso in Portuguese/TCC) and Undergraduate Research (Iniciação Científica in Portuguese/IC) activities at the Federal University of Mato Grosso (UFMT) Entomology Laboratory, as well as in interdisciplinary research with the Portuguese Language, the academics are invited to exercise the ability of authorship and criticality in front of reflections and what is produced. The academics learn to participate and value scientific events and to retextualize monograph for scientific article. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article exposes a working device that involves research and teaching of language in graduate university. It was developed with heterogeneous groups of language teachers in different disciplines and levels of education, EJA (Youth and Adult Education) and a laboratory of language technologies for children. In the experience, teachers understood the functioning of language with new concepts, and invested in subjectivity in teaching, by creating new ways of preparing classes, with theory and responsibility. They explored the identifications that happen between subjects, language and knowledge. The expression of anguish gave way to the pleasure of creation. More than pedagogical activities, teachers implemented "teaching gestures", interfering in the symbolic of daily work and in the social context. As researchers, they were able to analyze both this teaching process and the language materials produced in class, in their dissertations and theses. [ABSTRACT FROM AUTHOR]

This article questions the idea of language as a motherland in the modern world that urges the category of "foreigner" and "fellow citizen" in the teaching of Portuguese as a Foreign Language (PLE). To further this issue, we will draw on the contributions from research on identity and language learning, the vision of language as an invention, including the PLE teaching, and the history of PLE teaching in Brazil to posit the role of welcoming, the identity and collected data from a PLE teacher. The results point to critiques over the "non-foreign" remarks on PLE teaching that aims at making the teaching more profitable for foreigners learning Portuguese as a second language. The results also point out that the communicative approach in language teaching, while downplaying the existence of "non-foreign" status in the teaching of PLE must not be constructed only by the gaze of teacher/scholar, who is at times white and "native", but as a co-construction with the desire arising from the learner as well. Finally, we will back the need for analyzing language as a right, whereby subjects can exist legitimately. [ABSTRACT FROM AUTHOR]

Research on language evolution has recently focused on the issue of natural word order, that is, word order in the phylogenetic and cognitive sense (Pagel 2009; Gell-Mann and Ruhlen 2011). Sign language and gesture studies have inspired this discussion in the literature, with special emphasis on the seminal study by Goldin-Meadow and colleagues (2008). The results of this study revealed that participants tend to produce SVO and SOV word order, regardless of the syntax of their native language. This finding has been corroborated in later studies (Gibson et al. 2013; Hall et al. 2013; Sandler et al. 2005). Our study aims to verify if there is dominant word order, or not, in linguistic emergence of Sign Language of São Tomé and Príncipe. [ABSTRACT FROM AUTHOR]

Copyright of Etudes Romanes de Brno is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses collaborative-argumentative language organization in a theater project, designed for the development of new ways of acting (agency), in a system of creative chain. It is an excerpt from the master's dissertation "Theater as the Possibility of Agency Development" (MOTA-SALVADOR, 2014) defended at PUC-SP), developed with seventh grade students. It is inserted in the context of Applied Linguistics, and based on the Social-Historical-Cultural Activity Theory (SHCAT), as well as on collaborative argumentation as a central issue to the organization of dialogical relations in Educational contexts (LIBERALI, 2011; 2013; 2016). Theoretically and methodologically, it is outlined as a Critical Collaborative Research (MAGALHÃES, 2010; 2011; 2018), whose objective is to create critical negotiation contexts for all participants. Data was analyzed based on the collaborative argumentation studies (LIBERALI, 2011; 2013). The results show the relevance of collaborative-argumentative language organization for research. They, also, reveal the importance of participants' intentional and responsive language organization to the construction of critical relationships, key to cultural development in multisemiotic contexts. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents results from the subproject of an interinstitutional interdisciplinary research: "From fictional language to research procedures that prioritize dialogue: epistemological analysis of academic productions about the teacher at PPGE-UNIUBE". Using the qualitative approach, it was based on a survey of productions defended in PPGE-UNIUBE focused on the teacher, between 2003-2016, in order to identify the research procedures that prioritize the dialogue for the construction of knowledge of these defended dissertations. This is the focus of this article. The interview was the most used research procedure, and the focus group, narrative and questionnaire were also applied. [ABSTRACT FROM AUTHOR]

This paper adopts a conception of language as repertoire, conceived as an emergent set of semiotic resources that reflects life trajectories located in specific times and spaces. From this theoretical perspective, it analyzes dimensions of the configuration of the communicative repertoires of Indigenous individuals in the postcolonial contemporaneity. The empirical data under analysis was generated in a linguistic education context and consists of oral, written and multimodal registers of emerging interactions on the production and presentation of linguistic portraits. The analysis aims to highlight the pedagogical relevance of (self)representation of linguistic repertoires as a starting point for language education and as a research tool on linguistic resources, practices and ideologies. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article proposes a meta-historiographic reflection on modes of investigation of the history of didactics of language teaching in the research field of Historiography of Linguistics. This discussion is accompanied by brief case studies that aim to illustrate theoretical-methodological considerations presented. Our main aim is to show how processes that surround pedagogical practices, at different times throughout history, can be legitimate objects of a historiography that is concerned with understanding the construction and diffusion of knowledge about language. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Linguística Antropológica is the property of Revista Brasileira de Linguística Antropológica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Linguística Antropológica is the property of Revista Brasileira de Linguística Antropológica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Linguística Antropológica is the property of Revista Brasileira de Linguística Antropológica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Motivated by the work of Mantere (2010), Mattos (2003a) and Schatzki (1996), this essay aims to discuss the potentialities afforded by the Wittgensteinian notion of language games to Organizational Studies (OS) and Strategy Studies (particularly in the Strategy as Practice approach). In order to do this, the article: (a) explains the language games notion, which is fundamental to Wittgenstein's late-period philosophy; (b) analyzes linguistic pragmatic ideas already used in Management, particularly regarding themes of OS and strategizing; and (c) outlines the analytical and explanatory possibilities envisioned for these theoretical fields. [ABSTRACT FROM AUTHOR]

Current research endeavors to answer the following question: Is prescriptive language a performative one? If the answer is positive, what is the status of the action in the speaker or in the interlocutor? J. L. Austin's How to do things with words and R. M. Hare's The language of morals and Moral thinking: Its levels, method, and point, will be employed to answer these issues. The upheld hypothesis claims that prescriptive language is a way of action in the world. [ABSTRACT FROM AUTHOR]

In this paper, we consider language as the symbolic object that constitutes the subject and also social memory, taking into account the fact that it is a socially constructed unit, thus permeable to the tensions and struggles for power. The work of politics on memory and also on language, frequently imperceptible and insidious, always has a silenced face, the result of social struggles for the control of discourse. In the discussion, conceived at the confluence of the fields of social memory and French discourse analysis, we examine some cases in which processes of silencing operated in the relationship of subjects with their mother tongue, acting in the process of institutionalization of the Portuguese language in Brazil. [ABSTRACT FROM AUTHOR]

Rhotacism is a shifting process among liquid, lateral and rhotic consonants, in the environment of complex onset as, for example, the substitution of plan for pran. It is an ancient and productive phenomenon in the Portuguese language, traditionally described as the categorical change of a lateral sound by a rhotic one. However, the results of an acoustic analysis of the phenomenon shows that there are three variants in its usage and not just the tap one, besides the occurrence of lateralized rhotics, intermediate sounds to lateralized and rhotic ones, already observed in other languages. The analysis of the phonetic details relevant to the realizationt of rhotacism, provided by the acoustic analysis of their occurrence, proves its gradient pattern. [ABSTRACT FROM AUTHOR]

This paper stems from a round table entitled "May research function as a foundation for language teaching?" in which the author took part during VI SENALE (2010) as well as from discussions in doctorate symposia with students from UCPEL and my colleagues Hilário Bohn and Vilson Leffa. It aims at discussing the possible relationships between research and language teaching, having the founding question of that round table as a guide. The paper discusses the link between research and language teaching considering "pure" and "applied" research and claim for a teaching attitude that can go beyond "pragmatism" and be scientifically sensible and, beyond "pure" or "applied" research, be scientifically rigorous but socially sensible, emphasizing the social responsibility of both researchers and language teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Lengua y Literatura Catalana, Gallega y Vasca is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: therapeutic Group in Speech Language and Hearing Sciences. Purpose: to review, systematically, researches stemming from all areas of speech therapy that involved group approaches, in Brazil. We conducted a search in LILACS and SciELO databases in the period from 2005 to 2010. We selected studies where the contents of the abstracts were related to the objective of this research. As a way of categorizing such data, we chose to analyze the following aspects: target audience, year of publication and area of Speech Language and Hearing Sciences. Conclusion: there are a limited number of publications concerning the topic (28 articles). Most studies were conducted with adult audiences, followed by groups of children, adolescents and elderly, respectively. The index of articles involving family groups was low. Among the areas of Speech, Language has the largest number of publications involving groups, followed by the areas of Speech and Audiology. As for the year of publication, we noted that, in general, there has been a decline in the number of publications on the subject since the year 2007. We may conclude then that the number of publications on the therapeutic group, is restricted, in the area of Speech Language and Hearing Sciences. We believe that in addition to new studies on the group practice, other revision works should assume the analysis of the categories, such as methodological issues, strategies and performance results obtained in the group-related therapeutic processes. [ABSTRACT FROM AUTHOR]

In this article I shall explain the concept of language according to the historicalcultural theory and some of their pedagogical implications for the learning of writing. Seek relationships between primary language and thought development. The concept of language is essential, as is the constitution of human relations with others in the connection man / nature / society. Essential for human development, language enables interaction and communication among humans, providing precise directions for exchange with one another, allowing the other in constituting for its mediation. Explain elements of this process, and the relationship of language as a sign system that is characterized by speech and dialogue for human beings. The concept of development of human language brings a quantum leap from the work of Vygotsky, as the pedagogical implications of ownership have as a written reference to language and not just the lyrics. [ABSTRACT FROM AUTHOR]

Copyright of Polissema is the property of Polissema and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The introduction of language creates a separation between words and things, a movement that in Lacanian terms can be defined as a transposition of register. Through symbolization, something dies in the real, where, to be rigorous, it had only ex-sistence (term which Lacan borrows from Heidegger), and emerges in the symbolic, where it becomes part of reality (which in Lacan differs from the real as a register). Already in Freud the founding act of the symbolic order is linked to death: the murder of the father of the primal horde and his subsequent reappearance as totem paradigmatically represents the death of the thing that gives rise to the significant. More precisely, the symbolic is related to the concept of death drive: the transition from nature to culture implies that man functions in a regime of excess, other than that of the normal biological functioning; the symbolic is like a prosthesis, an artificial device attached to the human organism, which makes man a kind of cyborg and mortifies him. The satisfaction aimed by the death drive is the enjoyment, an unbridled urge for pleasure generating repetition, excess, displeasure, devastating sensations which put in check our balance. The symbolic arises with the inscriptions of the enjoyment in the infant and, at the same time, establishes retrospectively the enjoyment and limits it. Thus, human life draws a symbolic arch between the undifferentiated real of absolute enjoyment and the undifferentiated real of death. [ABSTRACT FROM AUTHOR]

The focus of this paper is foreign language coursebook studies in Applied Linguistics in Brazil. The role such research plays in the field is considered. (CORACINI, 1999; FRACALANZA; SANTORO, 1989; MOITA LOPES, 1999; among others) and an overview of Brazilian studies developed between 1998-2008 is outlined, in an attempt to show the most recent focused themes. In order to do that some websites of Graduate Programs in Applied Linguistics, Language Studies and Foreign Language at Brazilian universities were accessed as well as some journals in the field, and also two specific events on language coursebooks were considered - I SILID and II SILID / I SIMAR at PUC-Rio. We conclude by suggesting new themes and trends for future studies and the need for dialogue between researchers and teachers (KRAMSCH, 1995; CORACINI, 1999). [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos PAGU is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims at understanding the thesis of the constitutive heterogeneity of discourses, by emphasizing the pre-constructed. By analyzing the anti-transgenics discourse, we have verified that the constructions directly related to the interdiscourse (the pre- constructed and simulacra) do not originate from the interdiscourse itself, which is considered as the totality of discourses that coexist in a given situation. Rather, such constructions originate from specific discourses. The data have confirmed the idea that a discourse does not originate from a return to the things themselves, but rather from a work on other discourses (cf. MAINGUENEAU, 1989). In other words, a discourse originates from a work on the discourses to which it relates itself in a precise and relevant manner, including, for example, relations of alliance or opposition (cf POSSENTI, 2003). [ABSTRACT FROM AUTHOR]

This article explores the influence of a narrative research on the language learning experiences of undergraduate students of English. As they reflect upon their language learning histories, they give voice and meaning to their experiences and their self-esteem improves. Their language learning histories reveal the relevance of emotions in their oral skills development, reflection, and responsibility for their professional trajectories. Three participants transformed their language experiences by reflecting on the emotions that restrained their speaking skills and projecting images that would represent their desire to become fluent speakers. However, transforming their desires into actions entails dealing with investments that may go beyond reflection fostered by this research. [ABSTRACT FROM AUTHOR]

This article describes the "bozal spanish" (SCHWEGLER, 2003) spoken in a specific Bantu ritual religion from a black-african origin (Palo Monte, or Regla Conga), focusing on two central categories: oral language and traces of languages in contact. It consists in the description of data collected in several years of continuous field research in Cuba (Havana City, Cienfuegos and Pinar del Rio Provinces). and represents a contribution to the study of languages in contact, more precisely, to the comprehension of the ritual languages and their contact with Spanish. [ABSTRACT FROM AUTHOR]

From a postcolonial point of view, this paper analyses the role of language as a medium of transmission and production of knowledge in Cape Verde, where Capeverdean (CV) and Portuguese coexist in a diaglossic system. This paper analyses first the ideological construct which has brought about the exclusion of languages without a written tradition from the domain of modern knowledge, and seeks to invert their prejudicial evaluation, arguing for their inclusion in the current processing of knowledge. Secondly, this paper seeks to highlight the need for the implementation of effective bilingualism through a linguistic planning adapted to the Capeverdean context. Therefore, the analysis focuses on the current situation of linguistic insecurity and argues the question of an on-going discreolization process in CV. [ABSTRACT FROM AUTHOR]