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ABSTRACT Different cultures have distinct conceptions of knowledge and ways of defining, generating and communicating knowledge. Therefore, multilingualism in academia has been shown to be instrumental in preserving the various systems of knowledge, equality of opportunity in science and enhancing the international competitiveness of scholars whose native language is not the lingua franca. The actors of translation and the strategies they work with (domestication and foreignisation) play a unique role in this, as their decisions may foster or hinder linguistic and epistemic diversity. Despite its pronounced significance, however, relatively little is known about the stereotypical competences required for academic translation. As translation in science is not merely a philological issue, this conceptual study follows a consilient approach and integrates the outcomes of research from several disciplines and research perspectives to propose a theory‐based, multi‐componential model of academic translation competence as a macrocompetence. Based on the model, a conceptual definition of the construct of academic translation competence is provided to identify what exactly is to be observed and measured for its study and to generate preliminary hypotheses related to the construct. The study has implications not only for the theory, practice and training of academic translation but also for the disciplinary training of researchers. [ABSTRACT FROM AUTHOR]

Copyright of Essays in French Literature & Culture is the property of University of Western Australia 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 Comparative & International Education is the property of Canadian & International Education 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 linguistic diversity of France is a highly discussed topic, particularly in relation to the French state's (lack of) support for regional and minority languages (RMLs). There are approximately 200,000 speakers of the regional language Breton, while Arabic is the second-most widely spoken language in France with an estimated 3–4 million speakers. Recent studies have called for comparative analyses and this research seeks to fill this gap, focusing on individual speakers and their social experiences as they relate to language(s), diversity, and identity. This paper discusses findings of fieldwork conducted in Brittany with Breton and Arabic language users, examining how Breton and Arabic language users describe their language experiences, and how identity can be shaped by language practices. This research also explores how such language practices relate to diversity and multilingualism across France more broadly, and how individuals understand the multifaceted nature of identity using terms such as 'double culture' and 'mélange'. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret 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.)

Le but de cet article est de présenter un corpus contenant des productions écrites en français par 105 élèves suédois, et de discuter quelques applications didactiques possibles de ce genre de corpus. Des apprenants de quatre classes différentes (âges de 11 à 15 ans) ont été invités à raconter une série d’images à l’écrit. Une des caractéristiques du corpus est qu’il est multilingue, contenant beaucoup d’instances d’influences des langues déjà acquises par les apprenants. L’utilité en classe de ce genre de corpus sera discutée en termes de situations d’apprentissage, développement linguistique et réflexion métalinguistique.

Aquest article analitza el concepte translanguaging per referir-se a les pràctiques multilingües dels parlants i investiga l’aplicació del concepte al context educatiu de Catalunya. Aquest treball està dividit en cinc parts. A la primera, es defineix el concepte, s’esbossen les característiques de l’enfocament de llengua fixa i l’enfocament de llenguar fluid (o dinàmic) i s’esmenten les crítiques principals al concepte. A la segona part, s’examina com s’ha aplicat en el sistema educatiu català i es mostra que s’ha relacionat amb el disseny i la implementació d’un mo- del educatiu plurilingüe i intercultural. La tercera part se centra en els resultats d’estudis que investiguen l’impacte de les pràctiques transllenguadores en el sistema educatiu a Catalunya. Aquests estudis mostren que transllenguar pot generar un efecte beneficiós per al foment de la interacció a l’aula, tot i que no queda clar si també el pot tenir per a l’aprenentatge de la llengua catalana. A la quarta part, es debat la rellevància del concepte per al sistema educatiu català. S’argumenta que s’hi ha implementat l’enfocament de transllenguar de llengua fixa, mentre que els resultats sobre els beneficis del transllenguar encara són poc concloents, i es planteja la importància del context sociolingüístic per a la implementació del transllenguar. L’article conclou amb la idea que el terme transllenguar s’ha d’aplicar coherentment segons el context sociopolític i educatiu local. En el cas de l’ensenyament del català, advoquem per l’aplicació d’una definició integrada fixa i fluida de llengua, tenint en compte l’estatus del català com a llengua minoritzada en un entorn multilingüe en evolució dinàmica.

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Copyright of Social Science Information is the property of Sage Publications, Ltd. 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 Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret 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 Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret 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 Cahiers Elisabethains: A Biannual Journal of English Renaissance Studies is the property of Sage Publications Inc. 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.)

In Africa, bilingual education has been a central topic discussion since the 1990s. The question frequently asked has been the validity of choosing a single official language or mean of instruction in multilingual and multicultural contexts (Lopes & Pinto, 2017: 69). In Mozambique, as in many African countries, Portuguese is the only official language. This language was chosen following political and ideological criteria without regard to the pedagogical, ethnic, and cultural implications. However, years later, the Ministry of Education in Mozambique, taking into account the debate on the implications of the language of instruction on children's learning, implemented the Experimental Project for bilingual education in Mozambique (PEBIMO, in Portuguese) in two languages (Changana and Nyanja). In 2003-2004, Bilingual Education was expanded from 2 to 16 languages. Since its introduction, bilingual education has expanded exponentially at the whim of the local authorities until 2019, when the Bilingual Education Expansion Strategy (2020-2029) was approved. Since 2003, when Bilingual Education expanded, there has been a need for bilingual education teachers' training courses and the production of learning manuals. The Strategy approved in 2019 calls for the inclusion of three more languages previously considered dialects (Ngunga et. al, 2022). This paper argues that, in order to avoid the exclusion of minority languages caused by the absence of sociolinguistic and dialectological studies (Chimbutane, 2015), Nyungwe's learning manuals should be used as tools for the inclusion of minority languages groups such as Kunda, Tonga and Dema in order to guarantee the child's right to learn in their mother tongue. [ABSTRACT FROM AUTHOR]

Mozambique is a multilingual and multicultural country, including native African languages of the Bantu family, European and Asian languages. Although spoken by just over 80 % of the population (cf. INE, 2017), none of the local African languages enjoy any official status. The only official language is Portuguese, imposed during colonial rule as a symbol of Portuguese cultural identity and as one of the most important instruments of the assimilationist policy promoted by Portugal (Firmino, 2002). In this paper, we question the maintenance of this linguistic policy, which relegates native languages to secondary place. We argue that in Mozambique there are conditions for the attribution of an official status to native languages, with a view to promoting national unity, equality and equity among Mozambicans. To this end, we review the literature that discusses the Mozambican linguistic landscape and discuss data on linguistic mobility, developments in academia and current and potential linguistic uses in public administration, education, health, and services. The study is qualitative and is based on the assumption that language is a set of resources which circulate in social networks, discursive spaces and with a socially constructed meaning (cf. Heller, 2007 and Moriarty, 2015). [ABSTRACT FROM AUTHOR]

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Copyright of Alternative Francophone is the property of Alternative Francophone 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.)

Aquesta nota té com a objectiu establir les característiques que defineixen el perfil dels estudiants de català com a llengua addicional de les dues universitats xilenes (Pontificia Universidad Catolica de Xile i Universitat de Xile) on s’imparteixen assignatures de llengua, literatura i cultura catalanes entre els anys acadèmics 2015 i 2022, a partir d’una enquesta amb 539 respostes. L’estudi analitza quatre variables dels estudiants: sociodemogràfiques, acadèmiques, lingüístiques i de grau de contacte amb la llengua i la societat catalanes. Els resultats obtinguts corroboren la caracterització obtinguda en estudis precedents, alhora que deixen entreveure alguns trets específics de la realitat xilena.

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Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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.)

La promoció turística produïda en el context francòfon utilitza cada cop més les llengües minoritàries, tant des del punt de vista qualitatiu com quantitatiu. Aquest article estudia les principals línies d’ús de la llengua corsa dins d’un corpus de textos turístics especialment creat sobre Còrsega. En la variada disciplina que és el turisme, en què les diverses matèries troben espai, la riquesa dels vincles entre llengua i economia constitueix diferents possibilitats d’ús. En aquest article, la llengua fa un recorregut entre les qüestions epilingüístiques i de mercantilització, passant també per la toponímia, l’onomàstica comercial i els àmbits educatiu, cultural i disfòric.

This contribution opens with an urbain sociolinguistic perspective examining the neological phenomenon placarded in the advertising display of the city of Annaba in Algeria. Starting from the contact of languages, resulting from socio-economic vitality and advertising progress, a dynamic neologism and a rhetorical richness are revealed, creating a living advertising glossary that is made in urban streets.

Cette contribution met en valeur dans un premier temps l’importance actuelle des situations de mobilité (exil, immigration ou voyage volontaire) dont l’une des conséquences est la capacité des individus à se forger une nouvelle identité ontologique, culturelle et linguistique qui bascule entre deux réalités différentes (Kristeva, 1991 ; Todorov, 1996 ; Bricourt, 1997 ; Delbart, 2005 ; Porra, 2011 ; ou Klinkenberg, 2015, parmi d’autres). Dans ce cadre, l’essai intitulé Une langue venue d’ailleurs (2011) de l’écrivain d’origine japonaise, Akira Mizubayashi, né en 1951, nous permet de souligner les aspects soit en français soit en japonais qui sont liés à la langue du point de vue phonétique, lexical et syntactique témoignant de l’évolution existentielle de l’auteur. Sa biculturalité et son multilinguisme évoluent tout au long de sa vie et s’avèrent être une source de richesse et d’enthousiasme favorables à l’interculturalité malgré le sentiment d’étrangéité qui l’accompagne toujours, c’est-à-dire ce double statut d’étranger qui le définit.

Copyright of Akofena is the property of Universite Felix Houphouet Boigny 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 FORUM is the property of John Benjamins Publishing Co. 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 Synergies Europe is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) 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 Synergies Italie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) 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.)

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Résumé : La présente étude a investigué le lien entre l’anxiété langagière et l’âge de début d’appropriation du français langue étrangère (FLE) chez les étudiants plurilingues apprenant le français à l’Université de Cape Coast. L’échantillon est constitué de tous les étudiants en deuxième et troisième année apprenant le français. L’échelle d’anxiété langagière d’Horwitz et al. (1986) a été adaptée et utilisée pour déterminer le niveau d’anxiété langagière. Une analyse statistique descriptive et référentielle nous a permis de tirer des conclusions à partir des résultats obtenus. L’étude a confirmé que la majorité des étudiants ressentaient de l’anxiété langagière en classe du FLE bien qu’ils aient déjà appris plusieurs langues ; et que ceux qui avaient bénéficié de l’enseignement/apprentissage précoce du français n’étaient pas moins anxieux que ceux qui ont commencé l’apprentissage plus tard. La présente étude avait pour but de présenter un nouveau développement dans l’étude de l’anxiété langagière.

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L’article aplica els conceptes de bilingüisme de sentit únic i nínxol territorial (Laponce) i de plenitud institucional (Breton), desenvolupats per la literatura científica canadenca dels àmbits de la ciència política i la sociolingüística, a l’anàlisi de les polítiques lingüístiques de l’Estat espanyol. Després d’una revisió dels conceptes i del seu context d’aparició dins dels processos de reconeixement de la minoria francòfona al Canadà, s’estudia com el marc constitucional espanyol i el seu desenvolupament normatiu i jurisprudencial han afavorit, des de la dècada dels vuitanta, l’existència d’un bilingüisme de sentit únic, amb el castellà com a llengua “comuna” i per defecte de l’Estat. Aquesta situació de bilingüisme de sentit únic s’observa estudiant un seguit de mecanismes jurídics, com ara la jerarquització constitucional de les llengües, la inacció de l’Estat pel que fa a la protecció efectiva de les llengües diferents del castellà i la limitació de la capacitat normativa de les comunitats autònomes en matèria de política lingüística, principalment per via jurisprudencial. A aquests mecanismes s’afegeix l’existència d’una concepció conflictiva de la cohabitació de llengües en virtut de la qual tot reconeixement de les llengües pròpies implicaria un atac a la preeminència del castellà. Partint d’aquests fets, se suggereix com a conclusió la superació d’aquest paradigma mitjançant la normalització completa de les llengües espanyoles, seguint l'exemple del castellà, i la generalització d’una equitat lingüística més gran.

Change of Scenery: The Case of from UNINCORPORATED TERRITORY [Lukao] by Craig Santos Perez ABSTRACT: This study focuses on Craig Santos Perez, author of the tetralogy from Unincorporated Territory (1. [Hacha], 2. [Saina], 3. [Guma’] et 4. [Lukao]). In this work, Perez attempts to decode a place for the territory of Guam—this almost forgotten island, quasi-erased from maps, whose existence has been troubled a series of colonizations (Spainish, Japanese, American). The cultural disorientation (for the author, a brutal uprooting by the erasure of his ancestral culture and language as well as the destruction of the natural environment on his island) is born out of the radical mutation of this « home » beginning with the name of the place itself : Guam, Guma, Guåhan... Taking as example for this study from Unincorporated Territory [Lukao], the final book in Perez’s tetralogy, the following article explores the elements which connect the real (autobiographical) landscapes of Guam and d’O’ahu in Hawaii to the imaginary landscapes (metaphoric, mythic and poetic) in order to demonstrate how this book, in its resistance to cultural displacement and colonialism for its author creates a kind of displacement (linguistic, cultural) for its readers. Through a process of back and forth (in time and languages), we find ourselves, assemble, reassemble, come back together. RÉSUMÉ : Cette étude se porte sur Craig Santos Perez, l’auteur de la tétralogie from Unincorporated Territory (1. [Hacha], 2. [Saina], 3. [Guma’] et 4. [Lukao]). Dans cette œuvre, Perez tente de déchiffrer la place pour le territoire de Guam—cette île qui demeure quasi-oubliée, effacée du monde et qui a été colonisé à plusieurs reprises. Le dépaysement (qui représente pour l’auteur un déracinement brutal de par l’effacement de sa culture d’origine et la destruction de la nature) est né de la mutation radicale de ce « chez lui », en commençant par le nom même du lieu : Guam, Guma, Guåhan... En étudiant from Unincorporated Territory [Lukao], le dernier livre de la tétralogie de Perez, l’article suivant explore les différents aspects qui relient les paysages réels (autobiographiques) de Guam et d’O’ahu à Hawaii aux paysages imaginaires (métaphoriques, mythiques et poétiques) pour montrer comment cette œuvre qui lutte contre le dépaysement (linguistique et culturel) pour son auteur, crée un dépaysement pour son lecteur. Par un processus de va et vient, on se retrouve, se rassemble, ensemble

Le multilinguisme africain est tributaire de la diversité des langues locales africaines qui dans certains cas, loin d’être un atout peut être un obstacle communicationnel majeur. Dans le cas de la sensibilisation sur le phénomène du sida par exemple, cette diversité linguistique est à la base d’une compréhension erronée de cette maladie et de l’ignorance des différents modes de transmission. Cette situation contribue à la perpétuation des comportements à risque dans les zones rurales africaines où certaines pratiques culturelles continuent d’exposer un nombre important de personnes au VIH/sida. Dans la société toura qui est une société minoritaire en Côte d’Ivoire et recluse dans les hautes montagnes de l’ouest ivoirien, les informations en rapport avec le VIH/sida se font par l’ouï-dire du fait que sa population en majorité analphabète, n’a pas accès aux informations diffusées en langue française dans les médias nationaux. Notre contribution intitulée « L'apport de la tradition orale pour une lutte équitable et efficace contre le VIH/sida en milieu rural traditionnel » Propose une analyse des barrières communicationnelles liées d’une part à la langue et d’autre part aux coutumes. Barrières qui se dressent d’ailleurs sur le chemin de la sensibilisation sur le SIDA en milieu rural. En nous appuyant sur le cas des populations toura qui ne comprennent que la langue toura, nous tentons de présenter les ressources de l’oralité et des traditions culturelles comme des instruments à utiliser dans la sensibilisation sur cette maladie.

Recensió de Bastardas-Boada, Albert, Boix-Fuster, Emili, i Torrens-Guerrini, Rosa. (eds.). (2019). "Family Multilingualism in Medium-Sized Language Communities". Peter Lang.

Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer. Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport à leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue à la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considèrent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants âgés de 3 à 5 ans parlant une langue autre que l'anglais à la maison. Ces entrevues ont été enregistrées, transcrites et analysées à l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les thèmes. Nous avons organisé ces thèmes selon le modèle bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsystème de la famille. Les thèmes étaient liés aux attitudes et aux connaissances, à la maîtrise de l'anglais, à l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le microsystème et l'exosystème. Nous discutons de la manière dont ces obstacles et ces facilitateurs sont liés à la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer à aborder la façon dont les systèmes ont marginalisé les familles au sein de nos communautés et à promouvoir les connaissances et le capital culturel qu'offrent ces familles. [ABSTRACT FROM AUTHOR]

This article explores the multilingual creativity of young refugees in the Netherlands and the social contexts and situations in which it develops. Because these young refugees form an under-researched group, the authors build on different discipline-based studies on (young migrants') multilingualism, super-diversity, conviviality, liminality and networks. The authors start with the collection of personal network data including languages used with each network member. These data show that participants use and combine the Dutch language with the majority of non-native people in their networks. To explain this, the network data are connected with participants' 'network stories'. In these stories, participants refer to the asylum seeker centres, where they began their lives in the Netherlands, as the breeding ground for their multilingual creations with the Dutch language. The authors show how, in the liminal and super-diverse context of these centres, young refugees' multilingual practices and innovations enhanced conviviality and connectedness. The authors also delineate how 'oldcomer' and 'newcomer' participants' distinct multilingual innovations relate to their different present networks. In both groups, however, these innovations are a source of belonging among the non-natives in their networks. [ABSTRACT FROM AUTHOR]

This article publishes a selection of texts discovered during the 2019 Badia Survey that shed light on the complex interactions between the inhabitants of the desert and settled areas. The inscriptions studied here include two new Safaitic-Greek bilingual texts, two new Greek inscriptions, and a Safaitic text composed by an inhabitant of the city of Bosra in the Ḥawrān. [ABSTRACT FROM AUTHOR]

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Copyright of Ágora: Estudos Clássicos em Debate is the property of Agora: Estudos Classicos em Debate 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 European Journal of Language Policy is the property of Liverpool University Press / Journals 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 Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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.)