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espanolDurante siglos el movimiento feminista ha luchado por conseguir la igualdad entre hombres y mujeres haciendo especial hincapie en el acceso a la educacion y al conocimiento como formas de erradicar las desigualdades y la violencia contra las mujeres. Esta violencia se manifiesta de multiples maneras. Ademas de la fisica y la verbal, existe una violencia simbolica basada en las relaciones de desigualdad y discriminacion, representadas por la presencia del machismo y la normalizacion del rol de subordinacion de la mujer. La educacion sigue reproduciendo un discurso normativo que perpetua la cultura patriarcal y sexista apoyada en mecanismos que legitiman las diferencias por cuestiones de genero. Ademas del desarrollo de la capacidad critica, la practica docente tiene la responsabilidad de proporcionar codigos de comunicacion alternativos que pasan por desmontar el tradicional modelo de representacion femenina que perpetua el sexismo. Junto a la educacion formal, los medios de comunicacion y las nuevas tecnologias se convierten en ambitos de socializacion entre los adolescentes, donde los roles de genero siguen estando presentes. Los comportamientos en el entorno virtual tienen una proyeccion directa en el mundo real, erigidos en patrones de conductas que consolidan una cultura heredada. Bajo estas premisas presentamos una serie de experiencias didacticas, junto al analisis de sus resultados, destinadas al alumnado del Grado en Educacion Primaria para concienciar y formar a los/as futuros docentes en la igualdad de genero. Los resultados reflejan la necesidad de incluir en la didactica la perspectiva de genero, pues la cultura heredada normaliza comportamientos estereotipados que no resultan faciles de identificar, y es fundamental reconocerlos para poder erradicarlos. Asi, la coeducacion se presenta como una herramienta clave para la construccion de una ciudadania mas justa e igualitaria. EnglishOver centuries the feminist movement has struggled to achieve equality between men and women emphasizing access to education and knowledge as ways to eradicate inequalities and violence against women. This violence is manifested in different ways. Apart from the physical and verbal violence, there is a symbolic violence based on the relations of inequality and discrimination, represented by the presence of male-chauvinism and the normalization of the subordination role of women. Education continues reproducing a normative discourse that perpetuates the patriarchal and sexist culture supported by mechanisms that legitimize differences based on gender. In addition to the development of critical capacity, the teaching practice has the responsibility to provide alternative communication codes that remove the traditional model of female representation that perpetuates sexism. Along with formal education, the media and new technologies become areas of socialization among adolescents, where gender roles are still present. The behaviours in the virtual environment have a direct projection in the real world, erected in behaviour patterns that consolidate an inherited culture. Under these premises we present some didactic experiences, together with the analysis of their results, addressed to the students of the Primary Education Degree to raise awareness and train future teachers in gender equality. The results reflect the need to include the gender perspective in the didactics, since the inherited culture normalizes stereotyped behaviours that are not easy to identify, and it is essential to recognize them in order to eradicate them. Thus, coeducation is presented as a key tool for building a fairer and more equal citizenship.

The present paper seeks to explore the uses of punctuation symbols in the "Booke of soueraigne medicines" (ca. 1550) written by John de Feckenham (1515 - ca...

[EN] Evidentiality and textual modality are widely debated fi eld categories within the areas of linguistics and textual stylistics. The attitude of the author towards the topic indicates its commitment with the established proposition. In this way, his attitude can have either a rational/evaluative character (objective) or an emotional/expressive character (subjective), which thus conveys the tonality of the discourse. The present paper, which forms part of the research project “Evidentiality in a multidisciplinary corpus of research papers in English” of the University of Las Palmas de Gran Canaria, focuses on the genre “abstracts of research papers applied to computer science”. In this paper we will analyse two types of characteristic functions: the communicative stamp of the markers which correspond to textual modality, both objective and subjective according to their relationship with the evidential and judgement markers, and the frequency of its use in the genre we are studying., [ES] La evidencialidad y la modalidad textual son categorías de campo muy debatidas dentro de la lingüística y la estilística textual. La actitud del autor hacia el texto indica el grado de compromiso que éste tiene en relación con su proposición. De este modo, su actitud puede tener carácter racional-valorativo (objetivo) o carácter emotivo-expresivo (subjetivo), marcando así la tonalidad del discurso. El presente trabajo,enmarcado en el proyecto de investigación "Evidencialidad en un corpus multidisciplinar de artículos científi co-técnicos en lengua inglesa" de la Universidad de Las Palmas de Gran Canaria, se centra en el género "abstracts de artículos de investigación aplicados a la informática", y analiza dos tipos de función característicos: la carga comunicativa de los marcadores correspondientes a la modalidad textual, tanto objetiva como subjetiva en cuanto a su relación con los marcadores evidenciales y de juicio, y su frecuencia de uso en el género textual objeto de estudio., La Dra. Ivalla Ortega Barrera y Amelia Torres Ramírez forman parte del proyecto de investigación “Evidencialidad en un corpus multidisciplinar de artículos científi co-técnicos en l

The aim of this paper is to characterize the advice text as a genre in the late medieval and early modern English periods. This genre is very popular during this time and is usually found within medical remedy books. For this reason, it has been generally studied within the scope of medieval recipes in historical discourse analysis. In this paper my intention is to show the independent status of the advice text as a genre. A first step for this lies in the characterization of the linguistic features pertaining to the sections that compound this genre and its comparison with the recipe genre. The corpus for this study has been collected from several sources, both edited and unedited. The description of the text type features will be illustrated with examples taken from this corpus. As I show in the conclusion, the advice text is an independent genre with a clear communicative purpose and addressed to an intended audience. 1. Introduction The concepts of genre and text type have been used indistinctively by different scholars (Biber 1988; Gorlach 1992; Taavitsainen 2001a: 139; Carroll et al. 2003: 8). For this reason several authors have tried to define them according to specific criteria. Authors such as Taavitsainen (1988 and 2001b) and Pahta (1998), among others, have analyzed the concepts of genre and text type, applying this analysis to different types of texts belonging to the medieval period. Martin (1984), Swales (1987 and 1990), Biber (1988), Devitt (1993 and 2000), Bex (1996) and Moessner (2001), among others, have focused on Present Day English texts. Still, there seems to be much confusion between the two so much so that a recipe is often labelled as a genre and as a text type. Devitt (1993 and 2000), Bex (1996), and Moessner (2001) coincide in the fact that the definition of genre is based on external criteria and in that genres are cultural constructs identified by their function and communicative purpose, whereas text types are defined according to internal linguistic features (Biber 1988 and Yw Lee 2001). One of the clearest definitions of genre is given by Martin (1984: 25) who defines genre as "a staged, goal oriented, purposeful activity in which speakers engage as members of our culture". In this definition genre is related to stages, purpose, audience, activity and to the cultural factors as the external criteria that serve to group texts as genres. Alonso-Almeida (2008a), following the functional approach to the study of genre, text type and register, also offers a definition of genre and text type when analyzing the Middle English medical charm: "genre is differentiated from text type in the sense that genre is externally defined, whereas text type is characterized according to internal linguistic criteria" (Alonso-Almeida 2008a: 10). He also adds that "[genre] represents the context of culture and how this is manifested in a particular genre in the form of goal oriented stages" (Alonso-Almeida 2008a: 17) following Martin's (1984) definition. This division into goal oriented stages makes us deduct "the type of cultural activity that is expected to be achieved by using the specific texts in a given situational and cultural context" (Alonso-Almeida 2008a: 17). Alonso-Almeida's claim highlights the importance of the cultural context to determine the stages we find in a genre. In this paper I shall study the medical advice text as a genre in Middle and Early Modern English by focusing on the stage organization of the texts undersurveyed. I will also present the lexicogrammatical features common to each stage. These characteristics will be analyzed and exemplified using a corpus of texts in a time span of two centuries (1400-1600). In doing so, the following objectives are pursued: (i) to offer the most recurrent linguistic features in the advice text, and (ii) to show the independent status of the advice text as a genre. The remainder of this paper is structured as follows: section 2 describes the remedy books selected for excerpting the examples of the pieces of advice. …

This paper explores the use of may and must as inferential evidential markers in the Corpus of Specialized Papers in English, currently in progress at the Institute for Technological Development and Innovation in Communications at the University of Las Palmas de Gran Canaria. In order to do so, we will follow Cornillie’s (2009) disjunctive approach to the concepts of evidentiality and epistemic modality to firstly identify evidential rather than epistemic readings of these modals. Their qualitative assessment as inferential evidential markers will be carried out through the analysis of the context in which they are immersed. We will show that appropriate contextual enrichment allows the recovery of the intended meaning, that is, mode of knowing, of both may and must.

International audience; Starting from the selection of cognate adjectives in English and French in a parallel corpus of translated texts, this paper focuses on the contrastive analysis of the most recurrent adjective + noun collocations in English and their translations into French. The French translations go from the predictable and congruent collocations to the most unpredictable and structurally or lexically incongruent renderings. The results of this corpus-based contrastive study suggest that although collocational translatability is generally possible there is a clear congruence/non-congruence cline which is mainly the product of the extended stylistic use of these combinations that can turn into clichéd collocations in English journalistic discourse.