Applied Linguistics

What are the concepts, didactic and pedagogical proposals and practices/production of argumentative texts we found in the current context of the teaching Portuguese language? This question is relevant as we take into account the changes envisioned for the teaching of Portuguese language in recent years, especially after the implementation of the National Curriculum [PCN] in 1998. This article aims to discuss some data that reflect the current state of the teaching-learning. Based on a dialogical conception of language, according to Bakhtin / Voloshinov (2003), we tried to analyze subjectivity and desubjectivation marks in learning materials on genres of argumentative discourse and also in texts produced by high school students in various situations of enunciation in the field of speech.

Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with

""La lingüística en España" es una contribución a la historia de la lingüística, en la nueva y atractiva vertiente de las memorias personales. Consta de 24 relatos o autobiografías intelectuales de lingüistas sobresalientes, en las que describen su formación y las causas que les condujeron a la lingüística. Permiten comprender mejor el mérito de sus tareas y aportaciones. También tienden un puente entre los orígenes de la lingüística en España y el panorama actual.
La obra presenta la historia como vivencia y reflexión, combina memorias personales, debates profesionales y manifiestos por una lingüística futura. Al mismo tiempo, identifica facetas de la sociedad en la que se han desarrollado esas trayectorias vitales. La escritura del yo produce de este modo un efecto sorprendente, porque trasciende la esfera del autor y plasma un panorama variado y contrastado de la lingüística contemporánea.""

Despite advancements in and availability of corpus software in language classrooms facilitating data-driven learning (DDL), the use of such methods with pre-tertiary learners remains rare. This book explores the affordances of DDL specifically for younger learners, testing its viability with teachers and students at the primary and secondary years of schooling. It features eminent and up-and-coming researchers from Europe, Asia, and Australasia who seek to address best practice in implementing DDL with younger learners, while providing a wealth of empirical findings and practical DDL activities ready for use in the pre-tertiary classroom. Divided into three parts, the volume's first section focuses on overcoming emerging challenges for DDL with younger learners, including where and how DDL can be integrated into pre-tertiary curricula, as well as potential barriers to this integration. It then considers new, cutting-edge innovations in corpora and corpus software for use with younger learners in the second section, before reporting on actual DDL studies performed with younger learners (and their teachers) at the primary and secondary levels of education. This book will appeal to post-graduate students, academics and researchers with interests in corpus linguistics, second language acquisition, primary and secondary literacy education, and language and educational technologies.

Neste artigo discutimos a análise de um livro didático de ensino de Português Brasileiro para empresários estrangeiros. A análise linguístico-discursiva foi uma tentativa de descrever e desvendar as concepções de linguagem e de ensino norteadoras do material e suas possíveis implicações no processo de ensino/aprendizagem. O livro mostrou-se heterogêneo, no sentido de que é possível encontrar desde exercícios de cunho estrutural, até tarefas que exploram funções sociais e interativas do uso da língua. A partir da análise das concepções de linguagem, discutimos as visões de aprendizagem e de autonomia do material. Buscamos analisar o modo como o livro conduz o desenvolvimento das capacidades de linguagem do aprendiz: de ação, discursivas e linguístico-discursivas. A partir dessas capacidades, pudemos discutir como as habilidades de produção e compreensão (orais e escritas) são tratadas. De modo geral, a análise encontrou pontos positivos por promover a integração de habilidades em várias tarefas e pelo uso de textos autênticos sobre assuntos pertinentes ao mundo empresarial. Contudo, há aspectos cuja avaliação foi negativa: concepções de cultura e de gramática, falta de desenvolvimento de habilidades de compreensão e produção orais, e a ausência de uma abordagem com gêneros discursivos.

This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition.

Key words: task-based language teaching and learning, task-based approach, cooperative approach, cooperative learning, mixed methodological model, mixed methodology, face to face method, teaching module, linguistic and communicative competence.

Resumo Este artigo tem como objetivo acercar-se do Programa Nacional do Livro Didático Campo (PNLD Campo), com vista a observar as especificidades do mesmo. Para isso, o trabalho traz destaques importantes em relação a essa política pública, documentos oficiais que explicam e decretam ações das políticas educacionais para o campo, bem como especificações sobre questões relacionadas à língua portuguesa, de forma a desvelar diretrizes da política linguística subjacente aos documentos. Além disso, questionários com os professores que lecionam em áreas rurais foram feitos com o objetivo de se conhecer o processo de seleção das obras didáticas aprovadas, assim como a adequabilidade da coleção escolhida ao contexto para o qual foi criado. Palavras-chave: Livro didático. Programa Nacional do Livro Didático Campo. Seleção do livro didático. 1 O presente artigo é assim nomeado porque se refere a títulos de notícias encontrados em sites e blogues na época em que a notícia sobre a implementação do PNLD campo foi publicada.

Este artículo busca contribuir a una evaluación crítica de la educación intercultural bilingüe (EIB), modelo educativo con al menos cinco décadas de desarrollo conceptual e implementación en Latinoamérica. Cuando este término se acuñó y la EIB comenzó a influir en la toma de decisiones educativas, las poblaciones amerindias eran en su mayoría monolingües y sus asentamientos principalmente rurales y distantes de las sedes de la hegemonía y el poder. La situación ahora es diferente, pues los individuos y las familias indígenas están también en las ciudades, y hoy afirman su indigeneidad más que antes. A la luz de estas profundas transformaciones políticas, sociales, culturales y económicas, se examina la evolución de la EIB para determinar si todavía responde a las diferentes necesidades y expectativas de los niños, jóvenes y adultos indígenas, así como a los igualmente diversos contextos sociolingüísticos que se han configurado a lo largo de la historia de minorización de las sociedades indígenas.

Analizamos la EIB con los lentes de la ideología del lenguaje, la política y la planificación y también desde la pedagogía. Se concluye con un análisis de los desafíos que enfrenta la EIB e identifica posibles nuevos horizontes para estos y otros emprendimientos político-pedagógicos indígenas.

Palabras clave: Agencia; bilingüismo; interculturalidad; multiculturalismo; multilingüismo; política y planificación lingüística; reforma educativa; revitalización.

In this paper Jones reviews the categories into which various linguists, working in different theoretical frameworks, have divided up the logico-semantic relations they have identified in texts. He stresses the potentially ambiguous and hence problematic nature of logical connectives, and suggests that macro-categories are preferable to micro-categories in analysing discourse relations. He notes that implicit conjunction (i.e. the absence of connectives) tends to predominate in expert writing, as evidenced in scientific and professional texts, and argues that this device both depends on and gives appropriate recognition to the strategies and knowledge the reader brings to the processes of decoding and meaning-construction. Jones offers a comprehensive investigation of logical connectives in the context of second language pedagogy, contrasting their ‘inappropriate’ use by non native speakers with their ‘underuse’ by native speakers to indicate the ultimate inadequacy of connectives for representing complex conceptual and particularly causal relations. Jones also discusses how relationships such as correlation and emergence rather than ‘cause and effect’ are foregrounded in much current writing, particularly in the sciences, furthering his argument that connectives are intrinsically inadequate and problematic. The paper concludes by suggesting that second language pedagogy can benefit by encouraging novice writers to adopt a more indirect approach to the representation of cause/consequence relations.

This paper investigates the role of English in Japan, outlining its current status and use. The paper begins with a critical review of the World Englishes model as it relates to the categorization of Japan within the expanding circle of English use and continues with a brief history of English language contact with the country. It then examines the changing role of English in the Japanese education system and media. This is followed by a discussion of the influence of English on the Japanese language as well as the role which the English language plays within the discourses of nihonjinron and kokusaika. The paper concludes with a call for empirical research to be conducted investigating the spread, acquisition and attitudes towards English in Japan.

Nuestro objetivo principal ha sido escribir un libro accesible para los estu- diantes universitarios anglohablantes que están aprendiendo español como se- gunda lengua y que no tienen experiencia previa en el estudio de la lingüística y en particular, en el ámbito de la pragmática. Al dirigir el libro a este público, hemos tratado de capitalizar el lado práctico de esta disciplina para facilitar el proceso de adquisición del español y la comprensión de los elementos pragmáticos de dicha lengua. de igual modo, este libro es una herramienta valiosa para todos aquellos hablantes nativos de español no iniciados en el estudio de la pragmática y que buscan una introducción sencilla y accesible. Para los futuros docentes en la ense- ñanza de español, este trabajo también puede animarles a reflexionar sobre el es- tudio de la lengua desde una perspectiva diferente a la puramente gramatical.

This paper makes the case for the continuing importance of literacy studies within linguistic ethnography, particularly given the nature of the kinds of societies in which we are working.  It underlines the importance of continuing to develop concepts and approaches for analysis of the textually mediated nature of the contemporary social world, in which the significance of communication in digital environments and multimodal communication have increased.

Introducing Global Englishes provides comprehensive coverage of relevant research in the fields of World Englishes, English as a Lingua Franca, and English as an International Language. The book introduces students to the current sociolinguistic uses of the English language, using a range of engaging and accessible examples from newspapers (Observer, Independent, Wall Street Journal), advertisements, and television shows. The book:

Explains key concepts connected to the historical and contemporary spread of English.
Explores the social, economic, educational, and political implications of English’s rise as a world language.
Includes comprehensive classroom-based activities, case studies, research tasks, assessment prompts, and extensive online resources.
Introducing Global Englishes is essential reading for students coming to this subject for the first time.

O objetivo da pesquisa é identificar as dimensões de variação do texto traduzido por meio das técnicas computacionais da Análise Multidimensional e revelar até que ponto há variação nas traduções feitas por tradutores mais experientes e menos experientes. Foram compilados dois corpora entre os anos de 2015 e 2018. O REFCEN - Reference Corpus in English – é um corpus monolíngue, comparável e formado por textos originalmente escritos em inglêss, organizado para funcionar como um corpus de referência da língua inglesa, especialmente organizado para este estudo, possui um total de 30 registros diferentes, sendo 20 textos de cada registro, um total de 600 textos e mais de cinco milhões de palavras. O segundo corpus, chamado Translation Corpus - CTT - é um corpus bilíngue, alinhado, composto por três sub corpora. Sendo um corpus de textos em português – OTP-BR – Original texts in Brazilian Portuguese, usado como base para as traduções investigadas e mais dois outros sub corpora formados por textos traduzidos por tradutores experientes – TE1 e por tradutores menos experientes TE2. A variação do texto traduzido já foi investigada anteriormente (XIAO; HE; YUE, 2010); (KRUGER; ROOY, 2012), porém não há pesquisas que tenham considerado registros tão variados como os usados nesse estudo e tampouco que considerem os modos falado e escrito. Esse estudo visa preencher essa lacuna por meio dos pressupostos teóricos e metodológicos da Linguística de Corpus, mais especificamente da Análise Multidimensional (AMD), que possibilita uma investigação abrangente dos registros traduzidos com base em um repertório vasto de características linguísticas. A AMD mostra-se eficaz e capaz de relevar as dimensões de variação do texto traduzido já que tem o poder de capturar os padrões de variação mediados pela tradução, revelando padrões de coocorrência e oferecendo subsídios para descrever a relação entre os registros traduzidos por diferentes tradutores.

While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.

This paper investigates young learners " attitudes towards learning English as a foreign language (EFL) under different learning conditions. It reports on the findings of a quantitative study conducted between two comparable groups of Greek young learners (N=88), following English instruction, while attending Grade 6 in two primary schools with quite distinct approaches to teaching English. The data was collected with the help of a questionnaire, which explored the learners " attitudes towards the English language and learning English as well as their motivation to learn English. The results illustrate clearly that favourable learning conditions can spur learners " positive disposition towards the process of language learning at school.

This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta.

The focus of the essay is why word families and derivational affixation should be considered and merit instruction in the context of teaching English as a foreign/second language.

Derivational affixation deals with how words are modified when affixes are added to words.

Comments, critiques, and questions are welcomed.

NB: Be careful, I was referred on this assignment because the assessor considered it to "academic" in nature. I think she failed it because she wanted me to do a more PPP type of lesson.

With the existence of so many teaching methods, it is difficult to say which works best or if there is such thing as The Method. A thorough analysis on what discourse analysis brings into the teaching world as well as the break down of its key characterstics enable language teachers to see the implications of using it as a means of course design .

We are pleased to announce that submissions are now open for LEA 11 (2022).
CfP: Conflict and contrast in language and literature

LEA also accepts contributions that are not related to the topic proposed in the CfP: for more information, please visit our website:
https://oajournals.fupress.net/index.php/bsfm-lea

نتوقع بنهاية هذا البحث أن يكون القارئ قادرًا على أن :

1. يعيـّن الفرق بين المقاربة و الطريقة و الأسلوب من حيث المفهوم.
2. يُعـدّد بعض طرائق التدريس المستخدمة خصيصـًا في تعليم اللغات .
3. يحدد ملامح كل طريقة من حيث السمات المحددة لها.
4. ينقد كل طريقة بذكر المزايا و العيوب .
5. يحدد الطريقة المناسبة لكل موقف تعليمي

"Words and Phrases, Unchanged for Centuries.

Containing a rich glossary and in excess of 300 words and phrases, the texts demonstrate the strength of the Macedonian language through preservation.

Following is a comparison of sentences between the texts and the Macedonian
dialect of Bitola as spoken today.

16th cent., Kostur dialect
21st cent., Bitola dialect

Gospodine, brate, da si zdrav, da si prost, ostavi ni da spime, ela da jame, i da pieme, dol da pojdime, da rabotime.
Gospodine, brate, da si zdrav, da si prost, ostai ne da spiame, ela da jaime, i da piame, dolu da pojdime, da rabotime.

Imate hljap-o da kupime, imate vino da kupime, ot koja strana da pojdime vo
Bogasko.
Imate lep da kupime, imate vino da kupime, od koja strana da pojdime vo
Bogatsko.

As can be clearly noticed, most of the vocabulary and grammar is identical.
All of the elements that would later be required to rejuvinate the Macedonian people as they were shaking off centuries of subjugation, were present during this period. The language of the people had solidified, a tradition of heraldry and symbolism had developed which incorporated the emblem of a rapant lion and historical figures from Macedonia's past, and the churches continued preserve the local customs and serve as cultural centres for the population. The significance of all these elements together cannot be overstated, the language of medieval Macedonia is the same as the language of the Macedonians today. Unfortunately, only a small portion of the larger amount of Macedonian literature from the Middle Ages has survived, much of it being looted and destroyed by Greek-speaking officials, clerics and teachers. Nevertheless, Macedonian as a language reached its current form centuries before the creation of the Balkan states in the 19th and 20th centuries. "

Many theories on how language is acquired has been introduced since 19th century and still being introduced today by many great thinkers. Like any other theories which arose from variety of disciplines, language acquisition theories generally derived from linguistics and psychological thinking. This paper concluded that the most important implication of language acquisition theories is obviously the fact that applied linguists, methodologist and language teachers should view the acquisition of a language not only as a matter of nurture but also an instance of nature. In addition, only when we distinguish between a general theory of learning and language learning can we ameliorate the conditions L2 education. To do so, applied linguists must be aware of the nature of both L1 and L2 acquisition and must consider the distinction proposed in this study. Furthermore, no longer should mind and innateness be treated as dirty words. This will most probably lead to innovative proposals for syllabus development and the design of instructional systems, practices, techniques, procedures in the language classroom, and finally a sound theory of L2 teaching and learning.

Los manuales de idiomas siguen siendo una herramienta indispensable en el desarrollo del proceso de enseñanza y aprendizaje de una lengua segunda o extranjera. Conocer el proceso de gestación y elaboración de este tipo de manuales puede proporcionarnos una mejor comprensión de los mismos, de sus posibilidades y limitaciones, y ayudarnos a tomar decisiones tanto a la hora de adoptar un manual como de crear nuestros propios materiales para el aula. En este artículo se describen las fases de dicho proceso (definición del proyecto editorial, redacción de originales, edición y maquetación) y se proporcionan algunas pistas sobre la repercusión que tienen las decisiones que se adoptan en cada una de ellas.
Language textbooks continue to be an essential tool in developing learning and acquisition processes in second and foreign language teaching. Being aware of how this kind of materials are created and written may provide a better understanding of how they work, their potential and limitations, and help teachers to make decisions both to choose an appropriate textbook as well as to create their own classroom materials. This paper describes the stages of this process (defining the publishing project, writing, edition and DTP) and provides some insight into the impact of the decisions made every step along the way.

In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing perceptions toward the role/s of different languages across various uses, multilingual policies in education may reinforce the hegemony of the English language rather than raise the status of local languages. This can happen because of a lack of understanding of how languages work and function, particularly with respect to vertical discursiveness (Bernstein, 1996) and notions of how power is inscribed in different uses of language. Furthermore, we argue that any multilingual language policy should consider how English and other languages connect to language allocation and affiliation, which, if not considered, can lead to schooling maintaining power relations in an unequal society (Apple, 2004) rather than changing them. In addition, we consider how multilingual contexts with a strong level of English use lead to variations in language whose place must be considered where schooling is concerned. Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources.