Resumo em Inglês:

Abstract This paper presents an off-line experiment we conducted to investigate the influence of referentiality on relative clause (RC) interpretation in Brazilian Portuguese. RCs associated with complex NPs seem to be preferentially attached to a referential noun. This referentiality effect can be treated in discourse terms (Gilboy, Sopena, Clifton & Frazier, 1995) or in syntactic-semantic terms (Bezerra, 2017; this paper). Our questionnaire tested these approaches using two types of complex NPs (occupational and kinship NPs) and the results showed that the syntactic-semantic structure of these complex NPs can account for the referentiality effect reported in the literature by Gilboy et al. (1995). Based on our results, we argue in favor of the syntactic-semantic approach and show that the discourse-oriented approach lacks explanatory power.

Resumo em Português:

Resumo O presente artigo procura propor um modelo de aplicação prática da pedagogia translíngue e oferecer uma contribuição dirigida ao aluno da educação básica brasileira, oportunizando o desempenho de tarefas através do inglês e do português, de maneira decolonial, e vinculando os entendimentos linguísticos emergentes em sala de aula aos conhecimentos conceituais que surgem a partir de tarefas colaborativas. Partindo da noção de língua como repertório (GARCÍA; WEI, 2015; BUSCH, 2015), propomos uma reflexão sobre os encadeamentos da teoria translíngue (GARCÍA, 2009; GARCÍA; WEI, 2015; GARCÍA; JOHNSON; SELTZER, 2017) na educação linguística, buscando apresentar os pontos convergentes entre a translinguagem e o aprendizado com base em tarefas.

Resumo em Inglês:

Abstract The present paper proposes a model for the practical application of translanguaging pedagogy and offers a contribution for the Brazilian basic education student, by decolionally providing opportunities for task performance through English and Portuguese and linking emerging linguistic understandings in the classroom to conceptual knowledge arising from collaborative tasks. Drawing on the notion of language as a repertoire (GARCÍA; WEI, 2015; BUSCH, 2015), we propose a reflection on the implications of the translanguaging theory (GARCÍA, 2009; GARCÍA; WEI, 2015; GARCÍA; JOHNSON; SELTZER, 2017) for language education, and present the converging points between translanguaging and task-based learning.

Resumo em Português:

Resumo Apresentamos uma proposta de ensino de Inglês como Língua Adicional, assumindo os conceitos de discurso (linguagem como prática social em gêneros discursivos) como constitutivo da vida social e, portanto, essencial a questões que envolvem a experiência humana. Associamos conceitos da Perspectiva educativa de projetos de trabalho (HERNÁNDEZ, 2014) e do Ensino baseado em conteúdo (LYSTER, 2018), exemplificando nossa discussão com um projeto interdisciplinar, como possível abordagem de referência para uma variedade de propostas pedagógicas situadas em diferentes contextos de ensino. Tentamos expor os desafios e as vantagens da apropriação do conceito de gênero discursivo, considerando discussões no campo da Linguística Aplicada e possibilidades atuais para a educação linguística.

Resumo em Inglês:

Abstract We present a teaching proposal for English as Additional Language, adopting the concepts of discourse (language as social practice in discourse genres) as constitutive of social life and, thus, essential to issues pertaining to the human experience. We associate concepts from the Educational perspective of work projects (HERNÁNDEZ, 2014) and from the Sustained content-based teaching approach (LYSTER, 2018), exemplifying our discussion with an interdisciplinary project, proposed as a possible approach from which a variety of situated pedagogical proposals can depart to attend to different teaching contexts. We indicate challenges and advantages of the appropriation of the concept of discourse genre, considering present discussions in the field of Applied Linguistics and possibilities for language education.

Resumo em Inglês:

Abstract 1English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes although its pedagogical design can be improved. Our analysis also reviews that much has yet to be done if we consider the responsibility students must assume when learning.

Resumo em Português:

Resumo Este estudo objetiva analisar as estratégias de tradução de itens culturais-específicos (ICEs) na antologia The complete stories, de Clarice Lispector, traduzida por Katrina Dodson e publicada em 2015. Os ICEs aqui analisados serão as expressões criadas pela autora. Para investigar as implicações de escolhas na tradução dos ICEs, foi necessário: i. identificar e categorizar as expressões nos contos de Clarice que se configuram como ICEs; e ii. identificar e categorizar as estratégias utilizadas na tradução dos ICEs. Os resultados mostram o uso de estratégias conservativas e substitutivas, sinalizando para a configuração dinâmica e complexa dos termos na escrita de Clarice Lispector, produzindo sensações de estranhamento construídas não apenas na distância linguístico-cultural entre as línguas portuguesa e inglesa, mas também na maneira engenhosa como a escritora lida com a linguagem.

Resumo em Inglês:

Abstract The aim of this work is to analyze translation strategies of culture-specific items (CSI) in the compilation The complete stories, by Clarice Lispector, translated by Katrina Dodson, and published in 2015. The CSIs here analyzed are going to be the expressions created by the author. To consider the implications of such choices, it was important to: i. identify and categorize the expressions in Clarice’s short stories that were considered as CSI; and ii. identify and categorize the strategies applied in the translation of CSI. Results have pointed out to the use of foreignizing and domesticating translation strategies, highlighting the dynamic and complex configuration of these terms in Clarice Lispector’s writing, triggering feelings of strangeness built not only on linguistic-cultural distance, but also on the ingenious ways in which she deals with language.

Resumo em Inglês:

Abstract We investigate how competing forces interdiscursively manifest in Japan-based higher education through a critical discourse analysis (Fairclough, 1993, 1995). Higher education job advertisements are constitutive of institutions’ public images that are targeted toward academics in specific fields. They are discursive spaces where marketized discourse has colonized previously dominant discourses of universities as independent authorities (Fairclough, 1993, 1995). Such marketized discourses within higher education express neoliberal ideologies and free-market conventions (Ball, 1998; Pack, 2018). However, the international extent of university discourse marketization is largely implicitly assumed rather than empirically examined, hence we investigate these forces with respect to Japanese higher education.

Resumo em Inglês:

Abstract Research on English Medium Instruction (EMI) has increased around the world, especially in Europe and Southeast Asia (Macaro et al., 2018). In Brazil, studies have focused on the implementation of EMI in higher education institutions and ways of improving it (Baumvol & Sarmento, 2019). This article analyzes EMI preparatory courses offered in Brazilian higher education institutions, according to publications from 2016 to 2020. To identify such courses, we conducted a search on Google and Google Scholar to map publications between 2016-2020. Through content analysis we conclude that initial efforts to prepare lecturers for EMI contexts present a great variety of purposes, duration and approaches, with many research gaps in need of further development.