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The aim of this article is to analyse teachers’ beliefs on integrating multilingual linguistic landscapes into the plurilingual language classroom. In an empirical study, a focus group interview was conducted with teachers of Spanish, French and Latin who have worked with linguistic landscapes in the realm of a language project day. Since teachers have generally positive beliefs towards plurilingualism, it remains underexplored what beliefs underlie their perspectives, namely heteroglossic and/or monoglossic perspectives. Using discourse and content analysis, beliefs can be placed on a continuum from a heteroglossic perspective (on plurilingual groups, interdisciplinarity and connecting languages) to a monoglossic perspective (on the special status of certain languages). Within this continuum, there are tensions in terms of ideologies, school structures, and teachers’ critical awareness that have the potential to lead to the co-construction of knowledge and learner-centred pedagogies.

Menschen mit chronischen Erkrankungen sind häufig von Leistungs- und Produktivitätserwartungen befreit. Vor diesem Hintergrund untersuchte ich, inwiefern Patient*innen in mündlichen Erzählungen über neue Freiräume sprachen und welche Rolle sie diesen für die Krankheitsbewältigung und für Mußeerfahrungen zuschrieben. Aus dem Projekt DIPEx Germany unterzog ich 41 narrative Interviews mittels der Grounded-Theory-Methodologie einer Sekundäranalyse. An fünf prägnanten Textpassagen führte ich zusätzlich eine rekonstruktive Feinanalyse in Anlehnung an die Theorie der narrativen Identität durch und integrierte die Ergebnisse für eine formsensible, an Identitätsrelevanzen orientierte Konzeptualisierung in eine Grounded Theory. Im Zentrum des neuen theoretischen Modells steht der Prozess des Entwickelns von Selbstbestimmung, der in Handlungsentscheidungen respektive Freiraumerfahrungen münden kann. Mußeräume entstehen, wenn Handlungen für sich selbstzweckhaft und ergebnisoffen ausgeübt werden. Die Feinanalysen zeigten, dass Erzählende "entlang" des Prozesses des Entwickelns von Selbstbestimmung Positionierungen vornahmen und so Aspekte einer narrativen Identität verhandelten. Wenn sie über Muße sprachen, verwendeten sie sprachliche Strategien, mittels welcher sie Zuhörende in den Erzählraum einbanden, was als wichtige Form der narrativen Bewältigung gewertet werden kann. Ich diskutiere die Ergebnisse hinsichtlich Forschung zu (narrativer) Bewältigung und Muße und reflektiere das methodische Vorgehen.

Nowadays, English as a foreign language (EFL) teachers needed to adapt their practices to continue teaching the foreign language with the use of different emerging technologies and online platforms. This required them to develop a greater number of digital skills to promote students’ language production and achievement. Drawing on evidence which suggests that task repetition is beneficial for developing oral production in speaking and writing tasks, this exploratory study investigates the fluency and accuracy demonstrated by seven Mexican EFL students from a state university in a monologue narrative task performed on WhatsApp following a task repetition design. Fluency and accuracy metrics show that these skills appear to fluctuate in the students during the performance of the task. Interestingly, they also suggest that only fluency increased as the weeks went by, while accuracy development was limited. These results raise questions about the dynamic nature of fluency and how it may interact with accuracy, other language dimensions, student-related factors, and the online environment.

Este artigo apresenta os resultados de uma pesquisa sobre colaboração e a criatividade composicional nos trabalhos publicados no Brasil entre 2015 a 2020, a partir de temas relacionados ao nosso campo de estudo: 1) colaboração entre compositor e performer; 2) composicionalidade e pesquisa artística/performativa; e 3) performatividade nos processos criativos. Se por um lado, buscamos entender o campo da pesquisa em colaboração, também ensejamos uma revisão do campo da pesquisa artística, das teorias do compor e da performatividade na criatividade composicional. A metodologia consistiu na consulta às bases de dados dos periódicos e eventos, levantamento dos artigos em cada tema e a análise do material encontrado. A partir do escrutínio do material encontrado, propusemos três categorias de análise para os artigos: 1) relatos sobre os processos criativos; 2) esforços de teoria e articulação teoria/prática no processo colaborativo; 3) implicações pedagógicas. Apresentamos os dados da produção e realizamos uma breve discussão à luz dos estudos contemporâneos dos atos composicionais e da criatividade cognitiva.

La investigación tiene como objetivo plantear alternativas de gestión ambiental de envases y empaques posconsumo como aspecto clave del ecodiseño establecido en la Resolución 1407 de 2018 del Ministerio de Ambiente y Desarrollo Sostenible de la República de Colombia, por lo que, mediante una fase diagnóstica sobre los envases y empaques se seleccionaron criterios de ecodiseño que permitieron formular alternativas al escenario actual, dichas alternativas se evaluaron por medio de una herramienta informática y la aplicación de indicadores de rendimiento clave. La valoración se ejecutó en el Software SimaPro ya que indica la incidencia de las alternativas en categorías de daño e impactos, donde para Pesquera Mar Adentro tiene un menor porcentaje de impacto si sustituye su empaque actual por una caja ThermoBox y Compañía Pesquera del Mar S.A.S ha disminuido significativamente los impactos negativos al ambiente con el uso de bolsas de punto de pago oxobiodegradables.

This goal of this article is to reflect on the contributions of the method of the Theatre of the Oppressed used by a university extension experiment at a rural settlement in the city of Campina Grande (Paraíba/Brazil). This experiment was based both on Social Community Psychology and on Popular Education addressed to physical education and affectivity, envisaging stimulating and strengthening listening opportunities and the problematization of reality, supporting the autonomy and social leadership. The psycho-pedagogical workshops carried out with a group of children and a group of adolescents was one of the methodological instruments used. The workshops intended to stimulate the taste for reading, creativity, and the critical reflection and autonomy by using reading and social strategies, recreational games and different artistic languages, such as the method of the Theatre of the Oppressed. This method was also used through the presentation of a play for the community, which was assembled according to the forum-theatre technique based on information obtained in the settlement. Starting from the report after three workshops and after the forum-theatre experiment they concluded that the method of the Theatre of the Oppressed aligns to the theoretical perspectives adopted and contributes to the development of more participative, critical and solidarity postures envisaging social changes.

Ausgehend von markanten Tendenzen der Alterisierung, Mythifizierung und Exotisierung der narcoculturasinnerhalb des gesellschaftlichen Imaginären und der literarischen Narkofiktion analysiert, interpretiert und diskutiert der vorliegende Beitrag die allegorischen und poetischen Darstellungsmodalitäten von Yuri Herreras Trabajos del Reino(2004). Der Roman zeichnet die Allegorie einer Narko-‚Parallelgesellschaft‘, die als ein märchenhaftes Königreich mit Elementen barocker Ästhetik inszeniert wird und insoweit anti-mythischen Charakter aufweist, als sich darin bestimmte Figurationen des gesellschaftlichen Imaginären spiegeln und in der allegorischen Form zugleich erkenn- wie kritisier- und dementierbar werden.

La raccolta Le fleuve/Il fiume, scritta dal poeta di origine libanese residente a Montreal Georges Abou-Hsab, viene pubblicata nel 2006 dalla casa editrice Lanctôt di Montreal.

El Mirón Cave, in the Cantabrian Cordillera near the border between Cantabria and Vizcaya, contains a long sequence of radiocarbon-dated Magdalenian and Azilian levels. Lying between a series of Solutrean levels and a major, multi-level horizon pertaining to the classic Cantabrian Lower Magdalenian –CLM–, are several layers dating between c. 17-16 uncal. kya –c. 20.5-19 cal. kya– and lacking traditional hallmarks of the CLM –e.g., scapulae with striation engraved images of hinds and other ungulates, square section antler points with complex geometric (‘tectiform’) engravings–. In these Initial Magdalenian –IM– levels, both microliths –mainly backed bladelets– and macroliths –sidescrapers, denticulates, notches– are well represented; the former are made on non-local, high-quality flint and the latter on local, non-flint materials –quartzite, mudstone, limestone–. Large, often round-section antler points –mostly undecorated– are present, together with bone needles and awls. In several respects, however, there is evidence of industrial continuity among the Solutrean, Initial –‘Archaic’– Magdalenian and Lower Magdalenian assemblages, with no hint of a Badegoulian component in the original French sense of the term –i.e., essentially there are no raclettes or transversal burins–. The presence of many “archaic” –‘substrate’, ‘Mousteroid’– tools is a constant in many Cantabrian Upper Paleolithic sites and El Mirón is no exception. This can be explained by site-functional and lithological factors, without recourse to the deus ex machina of extra-Iberian ‘cultures’.