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La regió més oriental d’Ucraïna, el Donbass, viu des de fa vuit anys una sagnant guerra en què Rússia s’ha vist directament involucrada. A més, la regió ha estat objecte de la propaganda russa, que l’ha utilitzat com un dels principals motius per justificar la seva intervenció militar sobre Ucraïna, el febrer de 2022. Tots els bàndols implicats en aquest conflicte argumenten que estan protegint els interessos i els desitjos dels seus habitants. Però aquests interessos i desitjos, a més de ser sovint manipulats, han sofert moltes modificacions i pressions després d’una guerra tan llarga, que entre altres coses ha fet que prop de la meitat dels habitants hagin abandonat la regió, i la resta es vegi sota una pressió militar, política i mediàtica constant. Aquest article intenta ser una anàlisi i una reflexió sobre l’autèntica voluntat dels habitants del Donbass, com també de la manipulació que estan sofrint.

El paper dels ausetans a la Segona Guerra Púnica havia estat sempre acceptat i corroborat per les fonts i l’arqueologia. Ara bé, la citació de Livi «Ausetanos prope Hiberum» ha portat a suposar l’existència d’uns altres ausetans a l’Ebre i a fer-los protagonistes dels fets atribuïts pels clàssics. Volem demostrar que les terres del Ter mitjà van ser importants en el conflicte i en les revoltes posteriors, i que és aquest el territori ausetà a què les fonts fan referència, tal com ho demostren els esdeveniments històrics posteriors que culminen amb la fundació d’Auso.

Aquest article presenta l’experiència de planificació i desenvolupament d’una intervenció didàctica per millorar la competència literària d’un grup d’alumnes de segon curs d’educació primària. S’analitza el paper de mediació que exerceix la mestra en activitats de diàleg al voltant de la lectura de diversos àlbums il·lustrats, centrant-se en dos aspectes: d’una banda, en la creació i utilització d’un recurs didàctic per fomentar l’expressió dels infants en clau literària i, de l’altra, en les intervencions de la docent com a participant i guia en el transcurs de les discussions.----------------------------------------------------- Este artículo presenta la experiencia de planificación y desarrollo de una intervención didáctica para mejorar la competencia literaria de un grup de alumnos de segundo curso de primaria. Se analiza el papel de mediación que ejerce la maestra en actividades de diálogo sobre la lectura de álbumes ilustrados desde dos ámbitos: en el aspecto de creación y utilización de un recurso didáctico para fomentar la expresión de los niños en clave literaria y en la vertiente de participante y guía en el transcurso de las discusiones.------------------------------------------------------This article presents the experience of the planning and development of a didactic intervention to improve the literary competence of a group of primary education second course students. The role of the mediation exerted by the teacher in dialogue activities revolving around the reading of various illustrated albums is analyzed from two different scopes: on the one hand, the creation and usage of a teaching material to promote the expression of children in a literary way and, on the other hand, the role of the teacher as a participant and a guide throughout the discussions.

Reseña de The Mind on Paper: Reading, Consciousness and Rationality, por David Olson.

Aquest article presenta l’experiència de planificació i desenvolupament d’una intervenció didàctica per millorar la competència literària d’un grup d’alumnes de segon curs d’educació primària. S’analitza el paper de mediació que exerceix la mestra en activitats de diàleg al voltant de la lectura de diversos àlbums il·lustrats, centrant-se en dos aspectes: d’una banda, en la creació i utilització d’un recurs didàctic per fomentar l’expressió dels infants en clau literària i, de l’altra, en les intervencions de la docent com a participant i guia en el transcurs de les discussions.

This paper describes a case of the practical application of thematic analysis to organise and interpret qualitative data on the presence of technological contents in the field of translator training in Spain. Thematic analysis allowed us to identify and interpret key ideas (themes) within the data sample obtained from a corpus of module syllabi from undergraduate degrees in Translation and Interpreting (T&I) in 2019-2020. This paper presents the study from a purely methodological perspective. It explains in detail the different phases of thematic analysis according to the model proposed by Braun and Clarke (2006), together with the decisions taken in each phase. This is part of a broader research project that aims to map the current situation of technologies in the academic field (undergraduate degrees in T&I) and in the professional market of translation in Spain, when digitisation is directly impacting the demands of the translation industry.

In addition to its widespread use in various disciplines, LL has garnered attention from researchers in education for its role in enhancing language learning and promoting linguistic diversity. However, its systematic integration into language teaching contexts, particularly in high school settings, remains limited. This paper aims to demonstrate how LL-centered activities were designed for integration into an 11th-grade English classroom in a public high school in southeastern Turkey. Over a 12-week period with 32 students, three LL-oriented tasks—Designing a job advertisement, Creating a T-shirt design, and Crafting a ‘Wanted’ sign—all aligned with the curriculum were implemented. Following the stages outlined by the pedagogical model of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL), LL activities were systematically integrated. The objective is to provide a comprehensive illustration of the step-by-step integration of LL resources into high school English classrooms, supplemented by sample student works to offer a clear overview of the process. The study concludes by offering recommendations and implications for language education professionals.

Els paral·lelismes entre la futura Isabel II i Isabel I de Castella van ser explotats en els camps polític, literari i artístic pels òrgans propagandístics de la monarquia espanyola, des del naixement de la infanta, l’octubre de 1830, fins als primers dos anys de regència de Maria Cristina de Borbó. I és que Isabel la Catòlica va néixer en una època en què, a falta de fill baró, la successió a la Corona de la filla primogènita dels monarques estava permesa. Tanmateix, aquesta tradició castellana, regularitzada en el còdex de Las Siete Partidas d’Alfons X al segle XIII, va quedar invalidada amb l’Auto Acordat per Felip V el maig de 1713, que també donava prioritat als barons de branques laterals. Davant d’això i de l’amenaça que la Corona passés a mans de Carles Maria Isidre de Borbó, el 29 de març de 1830 es va aprovar la Pragmàtica Sanció que promulgava l’acord de Corts de 1789 amb què Carles IV va pretendre recuperar la vella consuetud castellana. Poc abans de la mort de Ferran VII, en els festeigs per l’acte de jurament i reconeixement de les Corts espanyoles a Maria Isabel Lluïsa de Borbó com a princesa d’Astúries, la tradició política i l’estètica medievals van adquirir un paper encara més rellevant, sobretot en pintures i arquitectures efímeres creades ex professo per adornar els carrers de moltes ciutats del Regne. L’organització de torneigs medievals, com el de Barcelona, o les vindicacions de comtes i vells sobirans en obres literàries adornades amb gravats, en arbres genealògics i en diversos gèneres de la literatura popular també van ser utilitzats per evocar la Catalunya de Guifré el Pilós o l’Espanya dels Reis Catòlics. Aquesta mirada cap al passat medieval va servir a la Corona espanyola per legitimar la successió femenina al tron, mentre que, de retruc, es va crear el marc idoni que permetria a certs sectors afins a Isabel manifestar públicament la seva inclinació per l’estil gòtic, el qual s’estava posant de moda entre les classes burgeses per influx del moviment romàntic.

La darrera restauració del voladís de l’Ajuntament de Palma recuperà en gran part el valor artístic i simbòlic que aquest havia perdut després d’anys de degradació. L’esmentat element segueix jugant avui un paper rellevant en l’escenografia que desplega la façana de l’edifici consistorial en presidir la plaça de Cort, un nucli fonamental de la vida ciutadana de Palma. La present investigació pretén aclarir, a partir de fonts documentals inèdites, algunes circumstàncies que envoltaren la realització de l'esmentat ràfec i que en possibilitaren l’originalitat respecte als de la resta de casals ciutadans. Malgrat la pèrdua de la majoria de fonts directes sobre la fabricació de l’obra, l’estudi estableix un possible precedent desaparegut que n’explica la inspiració forana. També la relaciona amb altres treballs de fusta de l’edifici i evidencia que formà part d’un projecte unitari. Finalment, aporta novetats significatives sobre el seu autor, Gabriel Torres, que en permeten contextualitzar la intervenció i demostren fins a quin punt arribà la preeminència dels escultors sobre els fusters durant la segona meitat del segle XVII. Per acabar, s’hi fa una evolució històrica i una valoració de l’obra.

Ancient sources do not reveal a clear picture of what happened in Darius III’s last days, his killing by Persain traitors, and how Alexander seized his corpse. The usual interpretation of these facts by scholarship tends to follow the account of the sources with not much criticism on the facts. However, a close look may drive us to guess if in this concrete case we are not facing a deep misunderstanding and an interpretation graeca of a local tradition and a Persian custom. Following previous works, mainly Briant’s brilliant approaches to Achaemenid rites on Royal Funerals, the aim of this paper is to challenge the usual perception of the facts around Darius III’s death, and how the sources’ account can be reviewed in order to get a deep perspective.

In the light of ongoing international debate about the purpose of explicit teaching of grammar, this paper considers the relationship between metalinguistic understanding and development as a writer. Drawing on a cumulative series of studies over a period of ten years, adopting a functionally-oriented approach to grammar, the paper argues that purposeful grammar teaching occurs within the teaching of writing, not divorced from it; and that this teaching develops students’ metalinguistic understanding of how written texts are crafted and shaped. In this way, grammar is positioned as a resource for learning about writing and one which can support students in becoming increasingly autonomous and agentic decision-makers in writing. We show through practical examples how the pedagogy works in practice, and through classroom interaction data we highlight how metalinguistic talk (metatalk), which enables and encourages the verbalisation of choice. The data also shows, however, that teachers’ skill in managing metatalk about metalinguistic choices in writing is critical in framing students’ capacity to think metalinguistically about their writing and to be autonomous writerly decision-makers.

In this great, although old and difficult to find, paper A. B. Bosworth review Tarn's work on Alexander and many of the Historiographical issues on Alexander the Great during most of the XXth Century. THIS PAPER WAS ORIGINALLY PUBLISHED IN Ancient Society Resources for Teachers 3 (1983). The Director of Karanos wants to thanks the Staff in Ancient Society Resources for Teachers (Macquarie University) for the kindness and managements to re-publish this paper.

This paper explores the literary tradition of the curious chreia that Alexander ordered his men to shave off their beards before battle. The story is represented by various sources from the imperial period but most prominently in the Encomium of Baldness by Synesius of Cyrene. The latter source posits that the story comes from the History of Alexander by Ptolemy, son of Lagus, but this claim cannot be true when Synesius’ version is compared to other extant uses of the chreia. This paper exemplifies some of Synesius’ methods of working, arguing that we need to invest more energy in appreciating the wider tradition of Alexander in late antiquity to understand our earlier texts.

A partir d’un estudi de les turres tardorepublicanes com a espais militars documentades arqueològicament sobre el territori de l’actual Catalunya, el treball se centra en dues torres isolades (Puig d’Àlia i Tentellatge 1) i un fortí amb torres que inclou una torre exempta (Olèrdola). Els tres jaciments han estat excavats en els darrers anys amb l’objectiu posat en la identificació morfològica, la modulació i la datació a partir de la caracterització del material arqueològic associat. Estratègicament ubicades, les torres esdevingueren essencials en el control de vies i en l’organització del territori a partir de mitjan segle II a.n.e., amb una cronologia que encara és objecte de debat. En època medieval, varen tenir un paper clau en l’expansió dels comtats catalans, i tornaren a ser estratègiques mil anys més tard i després d’un llarg període d’abandonament. Finalment, es constata com la reutilització de les construccions i l’espoli dels carreus dificulten l’estudi d’aquests elements de presència destacada en el paisatge.

The Roman conquest of Hispania, although well-known through written sources, still requires many clarifications at the archaeological level. Apparently, no trade contacts were made with the western Atlantic territories during the early stages of the Italic presence in the Iberian Peninsula. In this paper, we try to accomplish a transversal reading of the main data available on the older contexts that confirm the presence of the Roman Republic in this territory. Decimus Iunius Brutus undoubtedly played a decisive role as governor of Ulterior between 138 and 133 BCE, revitalising the Romanization of western Iberia. Archaeological data from the area of Lisbon and the Lower Tagus peninsula, as well as elements from the Mondego valley, seem to support this interpretation.

This study analyses the direct impact of the European Union’s restrictive measures against the Russian Federation due to the involvement of the latter on the territorial sovereignty of Ukraine since 2014. It evaluates the development of the sanctions imposed by the EU from 2014 to 2022, exploring the motives and explaining the goals that motivated the Union to apply these measures. Observing their development and prolongation during the years, as well as explaining in a detailed manner the various sanction packages in 2022. The paper portrays the evolution of the EU sanctions regime from the starting point in 2014 as a response to the Crimean crisis, until 2022 with the ongoing military conflict in Luhansk and Donetsk. Furthermore, it evaluates the impact and direct consequences of EU restrictive measures on the Russian Federation, especially their impact on the economy, industry, and international relations. All in all, the investigation produced by the breakdown of the timeline points to pondering if the current tools used by the EU to counter the Russian Federation’s actions actually work. Becoming an analysis of how sanctions are designed, for what type of political structure and with what particular aims. Nevertheless, also conveying how the Russian Federation has been able to minimise some of the effects of these measures by being able to anticipate what sectors can be impacted, creating preventive economic mechanisms, and even expanding their scope of international relations towards different global political spheres of influence.

Over the course of two centuries (since 1807), the Czech lands have seen fundamental changes in the paradigm of special L1 didactics for pupils with vision impairments (hereinafter the VI). The individual didactic transformations often found theoretical backgrounds in special education approaches simultaneously designed across Europe (especially in Austria, England, former Yugoslavia, Italy, Hungary, Russia, etc.) and accentuated respect for the special teaching requirements of pupils with VI. The embrace of specific European approaches usually depended on the general (especially political and social) context of the period, which also had an impact on the aims and tasks of special language teaching. The paper defines the historically shaped aims of L1 teaching for pupils with VI and contextualizes them in order to understand the current aims.

The article sets out by briefly surveying recent scholarship on the Seleukid kingdom and Hellenistic queenship. Two important works that fall into both fields: Women and Monarchy in the Ancient World edited by Beth Carney and Sabine Müller (2021) and Basilissa authored by Christiane Kunst (2022). The discussion, however, concentrates on the first monograph that systematically explores Seleukid queenship: Robin Hämmerling’s Zwischen dynastischem Selbstbild und literarischem Stereotyp. Königinnen der Seleukiden und der Mittelmächte Kleinasiens (2019). By investigating the roles of the sister and the mother of the king as well as inter-dynastic marriages, Hämmerling explores the extent of the basilissa’s autonomous agency. Revisiting the evidence leads the author of the present article to many alternative views, especially concerning the early Seleukid women from Apama over Stratonike to Laodike I-IV . While Hämmerling rightly identifies the sibling marriage among the Seleukids as ritual role play until the generation of Antiochos III, the same arguments should have induced him to challenge the standard claim that there was a radical change beginning with Antiochos the son of Antiochos III. Another shortcoming is the assumption of monogamy as the norm in the House of Seleukos, although the evidence clearly favours polygamy as the prevailing model. But Hämmerling’s main conclusion is confirmed: the political power of the Seleukid queen was limited and confined to some instances of troubled successions; her typical role was to represent the royal family rather than to rule. Yet he omits an investigation into the basilissa title. He follows the traditional view that it could be borne by every woman of the king’s family, whereas the present paper argues that it is mostly attested for only one woman, namely the mother of the designated successor, co-ruling king, or king after his succession. The position of the basilissa was thus to support the smooth dynastic transition at the polygamous court, it did not come with any institutional power.

This paper aims to show that Alexander displayed more confidence in oracles or signs geographically external to Macedonia and Greek peninsula and related to the Asian territory. He mainly worshipped Athena and Zeus, after the stops at Ilium and Siwah, and disdained Apollon, before and after the diabasis to Asia.

The studies on the relationship between religion and Macedonian monarchy have been mainly focused on male rulers. This paper tries to compile and analyse the evidence for Macedonian royal women. This article demonstrates the importance of public religion and patronage for those women through archaeological, epigraphical, and textual evidence. The corpus shows that religious affairs in Macedonia were necessarily entangled with political and cultural aspects, hindering straightforward conclusions about the range and evolution of the royal women in the public religion of Argead Macedonia.

The aim of this paper is to examine the figure of Archelaos I and developments in Macedon during his reign and the 5th century as a whole. Literary accounts point to what might have been an attempt to improve the administration and organization of the kingdom. A careful analysis of the sources is essential to understand the role played by Archelaos I, together with the position that Macedon occupied in the Greek world, in a series of developments during those years which offered the kingdom the opportunity to increase its power.

In this paper, we addressed the concept of classroom participation and the way it is affected by a traditional teacher-centred (TC) approach and a more innovative learner-centred (LC) approach which uses the principles and strategies of active learning and cooperative learning to engage students in the learning process. The study was carried out in a public secondary school in Spain with two groups of learners of English (n=54). The analysis of the number of learners on task showed that in the LC sessions learner participation increased by 20 % as compared with TC sessions. We also detected some challenges a teacher might face while implementing learner-centred sessions including the facilitation of equal participation in group work, adequate time allocation for a task, individual and group assessment, and development of learners’ autonomy.

This paper reports on a survey which sought to identify the state of the art in the practice of telecollaboration in Europe. It was the first large scale survey carried out on the practice of telecollaboration in Europe and was carried out as part of the European Commission funded project, INTENT - Integrating Telecollaborative Networks into Foreign Language Higher Education. Also known as Online Intercultural Exchange (OIE), telecollaboration engages groups of foreign language learners in virtual intercultural interaction and exchange with partner classes in geographically distant locations. Much research has been carried out on telecollaboration, though this comprises largely of small-scale studies on single telecollaboration projects. The aim of this paper is to discuss the findings from the final report on the survey, provide recommendations for decision-makers and teachers based on these findings and present the UniCollaboration website that was developed largely on the basis of the findings. The paper ends with a brief comparison of the INTENT survey results to findings from two other OIE projects: eTwinning and the COIL Institute for Globally Networked Learning in the Humanities.

Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Hönig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by approaching to the case study of a Science through English CLIL unit implemented on a state-funded secondary school in Barcelona, Spain. The paper focuses on the written test of the unit and analyzes the students’ responses and degree of satisfaction of the teacher after implementing and correcting the test, which provides valuable insights in the light of teacher development and offers a snapshot of CLIL assessment practices and their effects. The results present a close look at the teacher’s attitude towards content and language errors and points out the lights and shadows of assessment in CLIL while highlighting the need of disclosing further assessment practices in similar contexts.

Tradicionalment s’ha pensat que la traducció com a eina a l’aula de llengües estrangeres va quedar desaconsellada en el mètode directe. Així, des de llavors, molts docents han defensat la idea que la traducció és un recurs nociu per ensenyar idiomes, encara que, segons Cook (2010), no hi ha evidències que ho hagin provat científicament. Abans de continuar acceptant aquesta creença heretada del mètode directe, pensem que és necessari revaluar si la traducció va ser rebutjada per tots els seus exponents i si va ser realment possible excloure-la de les aules del moment. Per tant, l’objectiu d’aquest article és dur a terme una revisió teòrica sobre què va ser, quan i per què va sorgir el mètode directe, quin paper es reconeixia a la traducció dins d’aquest mètode, quina posició van adoptar els principals teòrics que el recolzaven i si aquests plantejaments van ser vertaderament aplicables a l’aula.

Els nous reptes que es planteja la societat del segle XXI reclamen del patrimoni cultural que exerceixi els papers que li confereix ser tant un recurs per a la cultura com un capital econòmic. La primera de les funcions està relacionada amb la construcció de les identitats socials, amb valors simbòlics, amb el servei a l’educació i a la ciència, amb l’estímul de la consciència ciutadana o amb els valors sensitius i de gaudi. Com a capital econòmic, el patrimoni està relacionat amb la inserció en el sistema productiu, incloent-hi la generació de rendes o fins i tot de llocs de treball i, particularment, amb la inserció en el teixit local mitjançant la participació en el desenvolupament regional. Totes dues posicions indiquen que al patrimoni cultural li correspon un paper en la transformació de la societat. Assolir que aquestes demandes socials siguin canalitzades correctament i promoure la relació entre patrimoni i societat és un objectiu de tutela i, per tant, és un treball que ha d’ocupar un espai significatiu en les tasques de gestió de l’administració cultural. El III Pla General de Béns Culturals reflexiona sobre aquests reptes creant una estratègia de treball amb línies prioritàries d’actuació per assolir els objectius proposats.

This paper aims at exploring the complexities of students’ interaction in a collaborative learning task set within a CLIL unit in the EFL classroom. By way of illustration, a sample from a 4th year classroom grade in a secondary school of Catalonia has been collected. The paper examines, through the students’ outcome, the impact of cooperative learning in a content-rich information swap task and discusses the role of content and language integrated learning in the classroom. This paper concludes with several implications for research and practice.

This paper is a comparative analysis of "The Storyteller", by Saki, “Cuento de la niña condecorada” by Jorge Ibargüengoitia and "Super Dooper Jezebel" by Tony Ross: three works aimed directly or indirectly at younger readers, which share a single archetype or motif: that of the obedient, overly perfect young girl who behaves more like an adult than a child. This examination of the similarities and differences between the three versions of the good-girl story, from the perspective of reception theory, highlights the role played by the implicit reader as an intrinsic element of the work's artistic make-up. Using different resources, and from their very structure, the three works conjure up the presence of an active reader who sees events coming, sets off the ironic and humorous games, uncovers meaning, interprets and, above all, generates that magical alliance between work and reader that breathes life into the text. This paper traces the steps of a pre-determined reader in three stories that condemn a character who, in the quest for perfection, falls into the horrific trap of embodying it.

Elizabeth Donnelly Carney is one of the most renowned scholars on Ancient Macedonia. Carney’s research has contributed to open the studies about Ancient Macedonia to the scope of Gender Studies. Her influence in many modern interpretations concerning the complex relations of power and court network in Argead Macedonia also includes topics like mutiny, social performances (like royal banquets) and court groups (like the Royal Pages). Her scope is wide, and she usually focuses on concrete topics from multiple perspectives. Books like Women and Monarchy in Ancient Macedonia, or the recent Eurydice and the Birth of Macedonian Power (2019) (completing the works devoted to three generations of Macedonian Royal women with her Olympias (2006) and Arsinoë of Egypt and Macedon: A Royal Life (2013)) are now must-to works for world-wide researchers concerning Ancient Greece and Macedon. Among her many skills, the Editorial Board of Karanos wants to remark her kind proximity and her usual predisposition to comment and help, with her experience, to improve discussions, projects and papers with admirable knowledge.

Macedonian kings kept close bonds with the divine sphere. They considered themselves as Heraklids (and, in consequence, they traced back their lineage to Zeus himself) and the kingship kept noteworthy religious functions. Philip II made wide use of this religious side and it became a key element of his public image and propaganda, both inside and outside the kingdom of Macedonia. It was especially important the relation Philip established with Panhellenic shrines, like Delphi and Olympia, in close connection with his aspiration for hegemony all over Greece. Philip also regarded his coinage as useful political tools and the religious motives engraved are very telling about the king's claims and objectives. Originally published in Ancient Macedonia / Archaia Makedonia VI (Papers Read at the Sixth International Symposium held in Thessaloniki by the Institute of Balkan Studies (Greece): Le Bohec 2002a. Published in Karanos by kind permission of the author and the Institute for Balkan Studies.

This paper revaluates key moments in the court politics of Alexander the Great’s reign through the introduction of philia-networks governed by gift-exchange as a template for explaining the relationships between key participants. This approach makes it clear that Alexander initially held a passive role in the political life of his own court and was dependant on others for his succession. These dynamics shifted in the opening years of the Asian expedition as Alexander sought to break these philia-networks, building his own and surrounding his person with philoi of his own choosing.

Olympias of Epirus is one of the main characters in the history of the emergency of Macedonia as an international power with Philip II and Alexander. Nevertheless, despite the many books, papers and studies that had been improving our knowledge about Argead Macedonia in times of the great Macedonian conquerors, the historians of the XIXth and XXth centuries treated Olympias in the same terms of the ancient sources. This uncritical perspective denotes a clear tendency and aims to reproduce gender stereotypes that comes to our own days.

This paper interprets the way in which transnational writers use monstrosity and the uncanny to investigate the concept of the HomeSpace with dissent. An important group of unusual creatures in the contemporary fiction of Latin American women authors seem to «crawl out of their skins» (Himani Bannerji). This essay tries to analyse these speculative narratives which we will call hemispheric and which bear some resemblance from the north to the south of the continent, for different political and traumatic reasons, focusing especially on their cinematic deployment of the HomeSpace horror, childhood memories and physical and psychological boundaries which chain us to our ancestors’ memories. We will try to examine a range of subversive metamorphoses of the female body in recent speculative fiction by Cecilia Eudave, Socorro Venegas, Mariana Enríquez, Samanta Schweblin, Valeria Correa-Fiz, Florencia del Campo, Agustina Bazterrica or María Fernanda Ampuero. These writings could be read as poetical and political strategies of dissent that innovate within the genre of speculative fiction.

This paper deals with an aspect of Alexander the Great's representation that had not been systematically studied by the modern scholars as yet, the refulgent panoply of the Macedonian king in combat. The author collects the passages where this motif appears, examines the sources and presents some parallels in the Greek literary and iconographic tradition.

This paper deals with the complex situation that lived Athens at the first decades of the Ist Century BC. Between the good and advantageous relations with Rome, that led Athens to big benefits from the control of the Delian markets, and the hard sack of the city by the troops of Sulla in March 86, the city suffered an economical crisis that derived in political instability. The government of Athens finally was hold by some persons who acted like tyrants, in a moment when events and historical context (social conflict and economical crisis) seems to remember the situation that produced the historical phenomenon of the Greek Tyranny.

Naomi Novik, an American writer of Lithuanian-Polish ascendency, is one of the most acclaimed voices in contemporary young-adult fantasy fiction. Her fantasies are heavily influenced by her cultural heritage, as well as by the fairy tale tradition, which becomes most obvious in her two standalone novels, Uprooted and the subject of this essay, Spinning Silver. As the quote chosen for this essay’s title demonstrates, Novik’s second standalone work constitutes one of the most obvious outward statements of an ideological stance as expressed within fantasy literature, as well as an example of what Jack Zipes (2006) called transfiguration: the rewriting and reworking of traditional tales in order to convey a different, more subversive message. This paper considers how Novik’s retelling takes advantage of traditional fairy-tale elements to create an implicit critique of gender-based oppression, while at the same time, and much more overtly, denouncing racial and religious prejudice. The ideological stance thus conveyed is shown to be intended to have consequences for the reader and the world outside of the fiction.

Lexical bundles (LBs) have been described as the ‘building blocks of discourse’; in addition to being highly frequent in writing and reducing processing time for readers and writers, they also perform important functions in language. LB choice, however, can vary according to genre, discipline, and different sections of the same text, which poses a challenge for novice L2 writers. This paper explores the use of LBs in a learner corpus of bachelor dissertations written in English by Spanish L1 students in linguistics and medicine, and compares it with published research articles in the same disciplines. By focusing on the introduction and conclusion sections, we identify the most frequent 3-, 4- and 5-word bundles in the corpora, to later study their types, structures, and functions. The results show differences in the use of LBs across disciplines, genres and sections, suggesting pedagogical implications for the inclusion of LBs in the L2 writing curriculum.

Poland’s foreign language teaching and language policy have been affected by tremendous changes in the last decades. Not only bilingual sections in secondary schools have mushroomed, but also international schools with instruction in a foreign language, mainly English, within the International Baccalaureate Diploma Programme (IBDP) started their existence in 1993. This paper draws on the translanguaging pedagogy as used in the selected secondary schools with IBDP. The schools provide evidence for the stance that most students, if not all, are multilingual in such teaching environments. Therefore, they apply multiple strategies to benefit from their linguistic repertoires. In addition, the teachers perceive such practices as positively affecting the students’ performance and allowing them to more rapidly acquire the imparted content as well as further develop their linguistic proficiency. The overriding aim of this study is to identify the situations when the students translanguage and analyze their linguistic behaviour as well as explore the functions of students’ translanguaging practices.

It would be a complete «revolution» (etymologically a turn-around) if death were defeated and the deceased returned to the world as they were, in the flesh and with their own individuality, instead of coming back as reanimated monsters. This fantastic possibility is usually described as having revolutionary existencial and societal effects, since the society and the emotional lives of the living is usually transformed through the contact with the returned, whose very presence seems to alter the meaning of life. This paper provides an overview of resurrection stories by international writers, from Giacomo Leopardi to some modern classics, such as Tudor Arghezi, Érico Veríssimo, Marcel Thiry, Angélica Gorodischer and Robert Silverberg, as well as by others less well known, in a variety of fictional works on this matter, especially in the fantastic, but also in the speculative mode.

Alexander was the most prominent Argead and one of the major figures in Second Sophistic literature. The Second Sophistic authors had their own respective images of Alexander, treatment of their sources, and intention to write about him. This paper aims at exploring Lucian's ironic response to the historiographical Alexander images in his time. It will be argued that by ridiculing the current Alexander images in Second Sophistic literature, particularly as provided by Arrian's Anabasis, Lucian did not mean to make fun of the historical Alexander but of his reception and the bias and artifice involved.

The death of Perdiccas, son of Orontes, during his invasion of Egypt is a fact hardly understandable, so that we can find different explanations for this event. The main goal of this paper is to establish a connection between Perdiccas’ death and the importance, meaning of rivers and its crossing for the ancient Macedonians. Indeed, rivers were related to kingship. This fact is reflected in its relationship with kings of the Balkan geographical area (Polyaen. 4.12.3). Thus, we can find passages in which some of most important mythical characters were begotten by a god-river (Asteropaios, Rhesus, Orpheus, etc). Besides, sometimes even the majesty comes from the river, because the kings were crowned into the river or near one (App. Syr. 56; Justin 15. 4.2-7). In fact, the founder of the Argead royal house, Perdiccas I, became king after being saved by a river (Hdt. 8. 138). The strong connection between kings and rivers can be perceived during the crossing, because the Macedonian monarchs, especially Alexander the Great, were responsible of this act. In other words, a true king was able to protect his soldiers during the crossing, given his close link with the water. Perdiccas son of Orontes wanted to become king, therefore the disaster of Nile could be understood like ordeal which showed the will of the river. Perdiccas was not considered a true king, while Ptolemy should become one.

There is no evidence in either Greece or Macedon in the archaic and classical periods that the throne functioned as a symbol of royalty. Thrones were for the gods and their priests. Only the king of Persia used a royal throne and even had portable thrones for his campaigns. This paper argues that after his conquest of the Persian Empire, Alexander the Great adopted the throne as a royal symbol; after his death, his throne became a token of his invisible presence. Philip III Arrhidaeus is known to have used a royal throne after his return to Macedonia. By implication, the marble thrones found in three tombs at Vegina–Aegae are here understood as symbols of royalty and the tombs are interpreted as royal.

The focus of this paper is the analysis of data collected after conducting a telecollaboration project throughout one semester with 12 advanced learners of Spanish from a mid-sized Atlantic coast university in the USA and 12 higher intermediate students of English from a technical university in Spain. Data was collected through a questionnaire enquiring about learner expectations at the outset of the project and a final survey seeking detailed information about learner satisfaction in order to implement improvements in subsequent projects. In-depth analysis of the data shed light on the perceived benefits and challenges of the intercultural telecollaboration project. There was evidence that the students were very open-minded about discussing multifaceted intercultural issues and very positive toward collaborating with fellow students from a different cultural background. The surveys also suggest that the learners’ expected benefits aligned with their stated benefits after carrying out the project, which led us to believe that possible frustrations and communication breakdowns had been kept to a minimum.

El procés de globalització de les últimes dècades ha fomentat la valoració de l’aprenentatge de llengües estrangeres. En el context europeu, la llengua anglesa esdevé un objectiu prioritari en els sistemes educatius, que han anat introduint diferents programes bilingües. Un d’ells és el CLIL (Content and language integrated learning), en el que s’ensenya una matèria no lingüística en llengua anglesa. Aquest enfocament a dies d’avui es presenta com un gran repte pel professorat degut a la seva manca de formació. En aquest article s’analitza la interacció entre els alumnes i dues mestres que ensenyen l’anglès i les ciències conjuntament (cada una especialista en un camp) en una aula d’educació primària. Es pretén comprendre com es fa aquesta integració analitzant el focus d’atenció de les mestres i quin paper hi juguen els usos de les distintes llengües.

El present treball ofereix un resum dels resultats obtinguts a les excavacions realitzades a la ciutat romana de Iulia Libica (Llívia) al llarg dels darrers anys. La combinació de diverses tècniques d’estudi com la prospecció, juntament amb l’excavació arqueològica, han permès obtenir noves i interessants dades sobre les característiques del fòrum d’aquesta ciutat romana pirinenca, confirmant el seu paper clau en l’estructuració del territori ceretà durant l’època romana imperial.

This paper deals with the use of readability metrics as indices of learmers' linguistic features in a written corpus of Spanish learners of English L2. Seventeen measures of readability are presented and computed for 200 samples of written argumentative essays extracted from the corpus NOCE (Díaz-Negrillo, 2007). Support Vector Machines (SVM) are used in order to detect which are the metrics that perform better at detecting differences in learners’ productions belonging to students enrolled in the first or in the second year of an English major. Metrics based on sentence length, number of sentences, and number of polysyllabic words are reported to be the most accurate ones for the classification of learners' linguistic features.

Neil Gaiman is a highly acclaimed British author of novels, short fiction, film scripts, graphic novels, and radio plays. His first novel, Neverwhere, was his attempt to fill in the blanks left by the television series with the same name, by writing down everything that he could not fit into the restrictive television format. This paper analyses the novel through the lens of structuralism and poststructuralism, in order to reveal inherent social critique, artfully concealed in a game of complex urban imagery, chronotopic structures and intertextual references.

This paper explores tutor perspectives on ESOL (English for Speakers of Other Languages) learners in the UK. Government policy towards ESOL is increasingly driven by an ideology in which citizenship is conflated with the acquisition of English language skills. Underpinning this way of thinking are concepts of Othering and deficiency. My research aimed to investigate how tutors “make sense” (Spours, Coffield, & Gregson, 2007; James & Biesta, 2007) of ESOL policy in the UK, how this informs tutors’ attitudes towards English language learners, and to understand the potential impact that such attitudes could have on learners. The study demonstrates that tutors are influenced in their attitudes towards their learners by the persistent external issues of funding and the contradictory discourse implicit in ESOL policy. Such attitudes can have a tangible effect on learners.

This article is based on my doctoral research, a qualitative study of a nihonjingakkō in Belgium where students choose either English or French after primary 3rd year. Nihonjingakkō is a full-time day school for children of Japanese sojourners. The study investigates the complex language ideologies circulating in the school. Semi-structured interviews were conducted with the school principal and language teachers, and were supplemented by other datasets such as questionnaires and analysis of teaching materials. Drawing on the conceptual framework of imagined communities (Anderson 1991; Kanno & Norton, 2003), this paper attempts to illuminate the fact that English receives higher language status than French. However, this article will mainly focus on English. To conclude, Japan’s school and university entrance examination system can be seen to make students lose interest in learning foreign languages other than English.

In the Balearic Islands, where two official languages (Spanish and Catalan) co-exist, movements have been made to increase the role of foreign languages (English, in particular) at the expense of the regional minority language, Catalan. This paper presents findings from a case study investigating language policy at an International Baccalaureate (IB) secondary school in the Balearic Islands. Data were gathered through interviews and classroom observations. Findings suggest that, while the school site maintains a degree of autonomy over its language policy, the local, historical, social, political, and ideological context impact on the promotion of Catalan in the classroom. The results also illustrate the complex interaction between the implementation of governmental legislation, oversight of the IB Organization, and the interpretation and negotiation of policymaking by school staff at the classroom level and elsewhere.