Abstract The objective of this paper was to analyze the scope that English Language Certification EnglishScore of the British Council has in Senior Students of a public institution in the state of Tabasco. The analysis carried out through the certification process shows that obtaining an English language certification focused on employability serves to evaluate teaching processes-learning obtained in the English assignment of the educational programs of the academic institution. Likewise, it optimizes the student’s employability process in their professional areas by mastering a second language and having a document to approve it. Similarly, it demonstrates that the use of Artificial Intelligence in language certifications through mobile devices is effective and guarantees the reliability of the results according to remote security monitoring protocols that are used in the application of the assessment tool.

Resumo O objetivo deste trabalho foi analisar o alcance da certificação de língua inglesa EnglishScore do British Council em estudantes de nível superior de uma instituição pública do estado de Tabasco. A análise realizada por meio do processo de certificação demonstra que a obtenção de uma certificação focada em empregabilidade serve para avaliar os processos de ensino-aprendizagem obtidos na disciplina de inglês dos programas educacionais da instituição acadêmica. Da mesma forma, otimiza o processo de empregabilidade do aluno em suas áreas profissionais, por meio do domínio de um segundo idioma e da posse de documento que o aprova. Similarmente, demonstra que o uso da inteligência artificial nas certificações linguísticas através de dispositivos móveis é eficaz e garante a confiabilidade dos resultados de acordo com os protocolos de monitoramento remoto de segurança utilizados na aplicação do instrumento.

Resumen El objetivo del presente trabajo fue analizar el alcance de la certificación del idioma Inglés EnglishScore del British Council en estudiantes de nivel superior de una institución pública del estado de Tabasco. El análisis realizado a través del proceso de certificación demuestra que la obtención de una certificación enfocada en la empleabilidad sirve para evaluar los procesos de enseñanza-aprendizaje obtenidos en la asignatura Inglés de los programas educativos de la institución académica. Asimismo, optimiza el proceso de empleabilidad del estudiante en sus áreas profesionales al dominar una segunda lengua y tener un documento aprobatorio de esta. De la misma forma, demuestra que el uso de la inteligencia artificial en certificaciones de idiomas a través de dispositivos móviles es efectivo y garantiza la fiabilidad de los resultados de acuerdo con los protocolos de monitoreo de seguridad remota que se emplean en la aplicación del instrumento de evaluación.

Abstract This article paper explores the evaluation of artificial intelligence (AI) in English as a Foreign Language (EFL) writing courses and the importance of calibration in writing evaluations. The role of calibration has received little attention in language contexts, while the role of artificial intelligence has gained increased attention in the last couple of years. This investigation, conducted from August 2022 to March 2023, involved eight TESOL students enrolled in an English as a Foreign Language (EFL) major at a Costa Rican public university, ten TESOL university professors, and one AI piece of software. It used a quantitative, quasi-experimental design, and a language elicitation data collection process. Data was collected by means of a rubric-based writing assessment. Quantitative data were analyzed using descriptive statistics. Data analyses indicate that: 1) human-created paragraphs (X̄ = 7,56) and AI writing (X̄ = 7,61) yield similar results when evaluated; 2) some criteria may favor human creativity or computer, rule-oriented writing; and 3) professors’ ratings reveal inconsistencies when grading human writing in particular. These findings demonstrate that AI matches, at least to a basic level, human writing skills. Furthermore, data show that students may be falling behind in aspects such as grammar, vocabulary, and mechanics. Finally, the analysis indicates that professors’ grading lacks consistency, and a calibration model should be incorporated as part of regular training workshops.

Resumen Este artículo explora la evaluación de la inteligencia artificial (IA) en cursos de escritura en inglés como lengua extranjera (ILE) y la importancia de la calibración en las evaluaciones de escritura. El papel de la calibración ha recibido poca atención en contextos lingüísticos, mientras que la inteligencia artificial ha ganado mayor reconocimiento en los últimos años. La investigación se realizó desde agosto de 2022 hasta marzo de 2023, e involucró a ocho estudiantes de TESOL en un bachillerato en inglés como lengua extranjera (ILE) en una universidad pública de Costa Rica: diez docentes de TESOL a nivel universitario y un software de IA. Se utilizó un diseño cuasiexperimental cuantitativo y una recopilación de datos de elicitación de lenguaje. Los datos fueron recopilados mediante una rúbrica que midió la producción escrita. Los datos cuantitativos se analizaron utilizando estadística descriptiva. El análisis de datos indica que: 1) los párrafos creados por humanos (X̄ = 7,56) y la escritura de IA (X̄ = 7,61) producen resultados similares; 2) algunos criterios pueden favorecer la creatividad humana o la escritura orientada a reglas; y 3) el profesorado presenta inconsistencias al calificar la escritura humana en particular. Estos hallazgos demuestran que la IA se equipara, al menos a nivel básico, con las habilidades de escritura humana. Además, los datos muestran que el estudiantado puede estar quedándose atrás en aspectos como gramática, vocabulario y puntuación. Finalmente, el análisis indica que la calificación de docentes carece de consistencia, y un modelo de calibración debería ser incorporado como parte de su formación.

There is an urgent need to establish classroom libraries, especially in rural areas where learners hardly come across any reading material. The purpose of this study was to investigate how teachers set up classroom libraries in rural areas of the Mogodumo circuit in the Limpopo province of South Africa. The study was qualitative in nature. Fifteen English First Additional Language (EFAL) teachers from 12 schools participated in the study. Observation and semi-structured interviews were employed to collect data. It was found that while all participants recognised the importance of reading for their learners, only 7 of the 15 teachers managed to establish classroom libraries. The study revealed that teacher self-efficacy (TSE) played a crucial role in setting up classroom libraries, given the serious challenges of funding, resources and support experienced by rural schoolteachers. Teachers with high TSE managed to establish classroom libraries by using their own time, money, and resources, while those with low TSE failed to establish classroom libraries. We recommend that school managers should make time and resources available to rural schoolteachers to enable them to establish classroom libraries.

ABSTRACT Critical language education with children and research in this area have been in particular evidence in the last decade (Merlo; Malta, 2022; Tonelli; Kawachi-Furlan, 2021; Malta, 2019; Merlo, 2018; Tonelli; Pádua; Oliveira, 2017). Due to the complexity of pedagogical work with children, thinking about language and education correlated with pedagogical praxis becomes necessary nowadays. Therefore, this article aims to share two experiences that link translation studies (Zaidan, 2012; Arrojo, 2007; Bassnett, 2003) - of children’s literature - to language education in English with children. Both experiences were carried out during the preparation of final papers (Trabalho de Conclusão de Curso) for the Letras-Inglês course at the Federal University of Espírito Santo. In the first one (Oliveira, 2022), we report the translation process of the literary work of the writer Ziraldo (2005) entitled O Joelho Juvenal. Together with the translation of the book, that study brings suggestions for using the material to teach English with children from a decolonial perspective (Menezes de Souza; Figueiredo; Martinez, 2019; Mignolo, 2018). In dialogue with this work of literary translation, the second experience consisted of the elaboration and development of lesson plans based on the translation carried out by Oliveira (2022). Thus, the research by Silva (2023), in addition to promoting reflections on praxiologies (Pessoa; Silva; Freitas, 2021), considers the relevance of literature in early childhood education (Tonelli, 2008) and argues that storytelling practices help to promote a Freirean perspective (Freire, 1997; 1996; 1987) for critical language education with children. Finally, we reflect on how both experiences contribute to the initial teacher education of these students in the final stages of undergraduate courses, while at the same time cooperating in the construction of their own curricula and their pedagogical practices with children. Merlo (Merlo Malta 2022 Tonelli KawachiFurlan, KawachiFurlan Kawachi Furlan, Furlan Kawachi-Furlan 2021 2019 2018 Pádua 2017. 2017 . 2017) nowadays Therefore Zaidan, Zaidan (Zaidan 2012 Arrojo 2007 Bassnett 2003 childrens s Trabalho Curso LetrasInglês Letras Inglês Santo (Oliveira 2022, , 2022) 2005 (2005 Juvenal book Menezes Souza Figueiredo Martinez Mignolo 2018. 2018) 2022. (2022) Thus 2023, 2023 (2023) Pessoa (Pessoa Freitas 2021, 2021) Tonelli, (Tonelli 2008 Freire, Freire (Freire 1997 1996 1987 Finally courses 202 201 200 (200 (2022 (2023 199 198 20 (20 (202 19 2 (2 1 (

RESUMO A educação linguística crítica com crianças e pesquisas nessa área têm estado em especial evidência na última década (Merlo; Malta, 2022; Tonelli; Kawachi-Furlan, 2021; Malta, 2019; Merlo, 2018; Tonelli; Pádua; Oliveira, 2017). Dada a complexidade do trabalho pedagógico com crianças, pensar a linguageme a educação correlacionadas às práxis pedagógicas torna-se um caminho necessário nos dias atuais. Sendo assim, este artigo tem como principal objetivo compartilhar duas experiências que interligam estudos em tradução (Zaidan, 2012; Arrojo, 2007; Bassnett, 2003) de literatura infantil à educação linguística em inglês com crianças. Ambas as experiências foram realizadas ao longo da elaboração de trabalhos de conclusão do curso de Letras-inglês da Universidade Federal do Espírito Santo. Na primeira delas (Oliveira, 2022), relatamos o processo de tradução da obra literária do escritor Ziraldo (2005), intitulada O Joelho Juvenal. Juntamente à tradução do livro, o referido estudo traz sugestões de uso do material para a prática de ensino de inglês com crianças em uma perspectiva decolonial (Menezes de Souza; Figueiredo; Martinez, 2019; Mignolo, 2018). Em diálogo com esse trabalho de tradução literária, a segunda experiência consistiu na elaboração e desenvolvimento de planos de aula baseados na tradução realizada por Oliveira (2022). Assim, a pesquisa de Silva (2023), além de promover reflexões sobre praxiologias (Pessoa; Silva; Freitas, 2021), tece considerações sobre a relevância da literatura na educação infantil (Tonelli, 2008) e defende que práticas de contação de histórias auxiliam na promoção de um olhar freireano (Freire, 1997; 1996; 1987) para a educação linguística crítica com crianças. Finalmente, refletimos sobre como ambas as experiências colaboram para a formação docente inicial desses estudantes em fase final da graduação, ao mesmo tempo em que cooperaram para a construção de seus próprios currículos e de suas práticas pedagógicas com crianças. Merlo (Merlo Malta 2022 Tonelli KawachiFurlan, KawachiFurlan Kawachi Furlan, Furlan Kawachi-Furlan 2021 2019 2018 Pádua 2017. 2017 . 2017) tornase torna se atuais assim Zaidan, Zaidan (Zaidan 2012 Arrojo 2007 Bassnett 2003 Letrasinglês Letras Santo (Oliveira 2022, , 2022) 2005, 2005 (2005) Juvenal livro Menezes Souza Figueiredo Martinez Mignolo 2018. 2018) 2022. (2022) Assim 2023, 2023 (2023) Pessoa (Pessoa Freitas 2021, 2021) Tonelli, (Tonelli 2008 Freire, Freire (Freire 1997 1996 1987 Finalmente graduação 202 201 200 (2005 (2022 (2023 199 198 20 (200 (202 19 2 (20 1 (2 (

Abstract Effectively managed protected areas (PAs) are an efficient strategy to promote sustainable development and human well-being. The objective of this study was to examine aspects related to the evaluation of PA effectiveness and management, for which a bibliometric analysis was performed by taking as a reference the English language publication made globally from 2013 to 2022 in the Scopus database. Three research trends were found. The first is studies on conservation planning, management, and evaluation, with multiple approaches aimed at developing tools to determine PA effectiveness objectively. The second studies the impacts of human activities on PAs and considers human pressure, the impacts of anthropogenic climate change, and the valuation of ecosystem services, among others. The third studies specific indicators to determine the effectiveness of a specific set of PAs or one in particular. Finally, conservation management was identified as a basic topic that has not been sufficiently developed, so the convenience of developing management and evaluation models for PA management should be evaluated in future research. (PAs wellbeing. wellbeing well being. being well-being 201 202 database found planning objectively pressure change services others particular Finally developed 20 2

Resumo Áreas protegidas (APs) geridas de forma eficaz são uma estratégia eficiente para promover o desenvolvimento sustentável e o bem-estar da humanidade. O objetivo deste estudo foi examinar aspectos relacionados à avaliação da eficácia e gestão de APs, para o qual foi realizada uma análise bibliométrica tomando como referência as publicações em língua inglesa realizadas globalmente de 2013 a 2022 na base de dados Scopus. Rês tendências de pesquisa foram encontradas. A primeira são os estudos sobre planejamento, gestão e avaliação da conservação, com múltiplas abordagens voltadas para o desenvolvimento de ferramentas que permitam determinar a efetividade das APs de forma objetiva. A segunda estuda os impactos das atividades humanas nas APs e considera a pressão antrópica, os impactos das mudanças climáticas antrópicas, a valoração dos serviços ecossistêmicos, entre outros. A terceira estuda indicadores de espécies para determinar a eficácia de um conjunto específico de APs ou de uma em particular. Finalmente, a gestão da conservação foi identificada como uma questão básica que não foi suficientemente desenvolvida, portanto, deve-se avaliar a conveniência de desenvolver modelos de gestão e avaliação de AP em pesquisas futuras. (APs bemestar bem estar humanidade 201 202 Scopus encontradas planejamento objetiva antrópica antrópicas ecossistêmicos outros particular Finalmente desenvolvida portanto devese deve se futuras 20 2

ABSTRACT Objective: To map evidence on nursing care for women with HELLP syndrome. Method: A scoping review with searches carried out in May 2023, independently, in the PubMed/MEDLINE, LILACS, Scopus, EMBASE, Web of Science, CINAHL, CAPES Theses and Dissertations Catalog and Cochrane Library databases, correlating the descriptors HELLP Syndrome, Nursing Care and Obstetric Nursing and its synonyms, without delimitation of time and language. Selection was carried out by three researchers independently and resolved by consensus. Results: Of the 129 studies, ten were selected, which made up the final sample. The studies date from 2004 to 2022, with a predominance of English language and clinical case studies. A greater occurrence of the syndrome was observed in second-time pregnant women in the second decade of life, with a gestational age from 32 weeks, which resulted in an emergency cesarean section, and all newborns were discharged accompanied by their mothers. Studies that described nursing diagnoses and focused on nursing care were retrieved. From the review, 39 nursing care were identified. Conclusion: This review pointed out the magnitude of the syndrome, however with a lack of studies. Objective Method 2023 PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE LILACS Scopus EMBASE Science CINAHL databases Syndrome synonyms consensus Results 12 selected sample 200 2022 secondtime life 3 weeks section mothers retrieved identified Conclusion 202 1 20 2

RESUMO Objetivo: Mapear evidências sobre assistência de enfermagem às mulheres com síndrome HELLP. Método: Scoping review, com buscas realizadas em maio de 2023, independentemente, nas bases PubMed/MEDLINE, LILACS, Scopus, EMBASE, Web of Science, CINAHL, Catálogo de Teses e Dissertações da CAPES e Cochrane Library, correlacionando os descritores HELLP Syndrome, Nursing Care e Obstetric Nursing e seus sinônimos, sem delimitação de tempo e idioma. A seleção foi realizada por três pesquisadores independentemente e resolvida por consenso. Resultados: Das 129 publicações, foram selecionadas dez, que compuseram a amostra final. As publicações datam de 2004 a 2022, com predomínio do idioma inglês e de estudos de casos clínicos. Observou-se maior ocorrência da síndrome em secundigestas na segunda década de vida, com idade gestacional a partir de 32 semanas, que tiveram como desfecho cesárea de emergência, e todos os recém-nascidos receberam alta acompanhados das mães. Resgataram-se estudos que descreviam diagnósticos de enfermagem e que focavam em cuidados assistenciais de enfermagem. A partir da revisão, identificaram-se 39 cuidados de enfermagem. Conclusão: A presente revisão apontou a magnitude da síndrome, contudo possui escassez de estudos. Objetivo Método review 2023 PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE LILACS Scopus EMBASE Science CINAHL Library Syndrome sinônimos consenso Resultados 12 dez final 200 2022 clínicos Observouse Observou se vida 3 semanas emergência recémnascidos recém nascidos mães Resgataramse Resgataram identificaramse identificaram Conclusão 202 1 20 2

RESUMEN Objetivo: Mapear evidencia sobre los cuidados de enfermería a mujeres con síndrome HELLP. Método: Revisión de alcance, con búsquedas realizadas en mayo de 2023, de forma independiente, en las bases de datos PubMed/MEDLINE, LILACS, Scopus, EMBASE, Web of Science, CINAHL, Catálogo de Tesis y Disertaciones CAPES y Cochrane Library, correlacionando los descriptores HELLP Syndrome, Nursing Care y Obstetric Nursing y sus sinónimos, sin delimitación de tiempo e idioma. La selección fue realizada por tres investigadores de forma independiente y resuelta por consenso. Resultados: De las 129 publicaciones se seleccionaron diez, que conformaron la muestra final. Las publicaciones datan de 2004 a 2022, con predominio del inglés y estudios de casos clínicos. Se observó una mayor ocurrencia del síndrome en mujeres embarazadas por segunda vez en la segunda década de la vida, con edad gestacional a partir de las 32 semanas, lo que resultó en cesárea de emergencia, y todos los recién nacidos fueron dados de alta acompañados de sus madres. Se recuperaron estudios que describían diagnósticos de enfermería y se centraban en los cuidados de enfermería. De la revisión se identificaron 39 medidas de cuidados de enfermería. Conclusión: Esta revisión señaló la magnitud del síndrome, aunque faltan estudios. Objetivo Método alcance 2023 PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE LILACS Scopus EMBASE Science CINAHL Library Syndrome sinónimos idioma consenso Resultados 12 diez final 200 2022 clínicos vida 3 semanas emergencia madres Conclusión 202 1 20 2

Resumen El propósito de este artículo es analizar la constitución del discurso de la negación en shona, inglés y portugués. Para ello, se analizan los datos de 30 estudiantes universitarios que hablan los tres idiomas como lengua materna, segunda y extranjera, respectivamente. Basado en las teorías de los actos de habla y el análisis del discurso francés, el estudio adopta una metodología mixta, que permite la presentación de resultados de carácter cuantitativo y cualitativo. En este contexto, los resultados indican que, para mitigar el impacto negativo del acto de negación sobre el interlocutor, independientemente del idioma y condición social, la constitución del discurso de negación, ya sea una negación directa o indirecta, consiste en la combinación de actos ilocucionarios de rechazo (acto ilocucionario principal) con actos ilocucionarios asertivos y expresivos con la función de minimizar el daño causado por la negación. De estos actos (reparadores) destacan las disculpas, las expresiones de sentimientos y las frases justificativas. shona portugués ello 3 materna extranjera respectivamente francés mixta cualitativo contexto interlocutor social indirecta principal reparadores (reparadores disculpas justificativas

Abstract This article aims to analyze the constitution of the refusal speech in Shona, English and Portuguese. For this purpose, data from 30 University students who speak the three languages as mother tongue, second and foreign languages is analyzed. Based on the theories of speech acts and French discourse analysis, the study adopts qualitative and quantitative approaches. The study reveals that, in order to lessen the negative impact of the refusal act, irrespective of the language and its social status, the constitution of the refusal speech, whether direct or indirect, consists of a combination of illocutionary refusal acts (main illocutionary act) with assertive and expressive illocutionary acts. These acts serve to minimizing the impact of the refusal act. Apologies, expressions of feelings and justificative phrases are some of the expressions mostly used to soften the refusal. Shona Portuguese purpose 3 tongue analyzed analysis approaches that act status indirect main Apologies

Resumo O objetivo deste artigo é analisar a constituição do discurso de negação em shona, inglês e português. Para este propósito, são analisados dados de 30 estudantes universitários falantes das três línguas como língua materna, segunda e estrangeira, respectivamente. Baseado nas teorias dos atos de fala e de análise do discurso de linha francesa, o estudo adota uma metodologia mista, o que permite a apresentação de resultados de natureza quantitativa e qualitativa. Neste âmbito, os resultados indicam que, para atenuar o impacto constrangedor do ato de recusa no interlocutor, independentemente da língua e do seu estatuto social, a constituição do discurso de negação, quer seja uma negação direta, quer seja uma indireta, consiste na combinação dos atos ilocutórios de recusa (ato ilocutório principal) com os atos ilocutórios assertivos e expressivos com a função de minimizar os danos causados pela negação. Destes atos (reparadores) destacam-se os pedidos de desculpas, expressão de sentimentos e frases justificativas. shona português propósito 3 materna estrangeira respectivamente francesa mista qualitativa âmbito interlocutor social direta indireta principal reparadores (reparadores destacamse destacam se desculpas justificativas

Abstract This paper presents the features and potential of use of the latest version of the portal of multilingual linguistic resources on rare diseases that we are developing: RERCOR (3.1.2). Rare diseases are a large group of diseases that affect about 30 million people in the EU and about 47 million in Latin America. They are currently seeking greater visibility and priority in public health policies. The portal aims to provide multilingual tools to better understand the linguistic uses of this medical subdomain, especially its terminology and collocations. The large number of rare diseases (more than 6000) and their diverse consequences mean that this field brings together numerous medical specialties and many other areas related to the field of health in its broadest sense. This multidisciplinary nature makes RERCOR useful for the translation, revision and editing of texts from the entire biomedical field, as well as for research and teaching purposes. RERCOR consists of three applications available through a freely accessible web interface: a corpus query application, a vocabularies query application and an assistant for writing texts. The first facilitates the search for concordances and morphosyntactic, collocational and contextual information in six corpora — three bilingual (French and Spanish) and two trilingual (English, French and Spanish) —, comparable and parallel, lemmatized and labeled. The second allows consultation of a trilingual glossary and three bilingual vocabularies that include equivalents in other languages and additional information such as definition, synonyms or other names. The third application consists of a prototype to facilitate the writing of texts on this medical subdomain. The design of the portal allows a complete, dynamic and intuitive consultation without requiring specific computer knowledge. developing 3.1.2. 312 3.1.2 . 3 1 2 (3.1.2) 4 America policies subdomain collocations more 6000 sense translation purposes interface morphosyntactic Spanish English, English (English , parallel labeled definition names complete knowledge 31 3.1. (3.1.2 600 3.1 (3.1. 60 3. (3.1 6 (3. (3 (

Resumen En este trabajo se presentan las características y potencialidades de uso de la última versión del portal de recursos lingüísticos multilingües sobre enfermedades raras que estamos desarrollando: RERCOR (3.1.2). Las enfermedades raras son un amplio grupo de dolencias que afectan a unos 30 millones de personas en la UE y a unos 47 millones en Iberoamérica. En estos momentos buscan mayor visibilidad y prioridad en las políticas de salud pública. El portal tiene como objetivo proporcionar herramientas multilingües que permitan conocer mejor los usos lingüísticos propios de este subdominio médico, especialmente su terminología y colocaciones. El gran número de enfermedades raras (más de 6000) y sus diversas consecuencias hacen que en este ámbito confluyan numerosas especialidades médicas y muchas otras áreas relacionadas con el ámbito de la salud en su sentido más amplio. Esta multidisciplinariedad confiere a RERCOR utilidad para la traducción, revisión y redacción de textos de todo el ámbito biomédico, así como para la investigación y la docencia. RERCOR está constituido por tres aplicaciones disponibles a través de una interfaz web de libre acceso: aplicación de consulta de corpus, aplicación de consulta de vocabularios y asistente para la redacción de textos. La primera facilita la búsqueda de concordancias e información morfosintáctica, colocacional y contextual en seis corpus —tres bilingües (francés y español) y dos trilingües (inglés, francés y español)—, comparables y paralelos, lematizados y etiquetados. La segunda permite consultar un glosario trilingüe y tres vocabularios bilingües que incluyen equivalencias en otras lenguas e información adicional como definición, sinónimos u otras denominaciones. La tercera aplicación consiste en un prototipo para facilitar la redacción de textos sobre este subdominio médico. El diseño del portal permite una consulta completa, dinámica e intuitiva sin requerir conocimientos informáticos específicos. desarrollando 3.1.2. 312 3.1.2 . 3 1 2 (3.1.2) 4 Iberoamérica pública médico colocaciones 6000 traducción biomédico docencia acceso morfosintáctica español inglés, inglés (inglés español, , español)— paralelos etiquetados definición denominaciones completa específicos 31 3.1. (3.1.2 600 3.1 (3.1. 60 3. (3.1 6 (3. (3 (

Abstract It is common knowledge that the publication of translation projects carried out by students is a very motivating factor for training. Since the second semester of 2015-2016, undergraduate translation students of the Faculty of Arts and Humanities of the University of Porto have participated in the development of the French and English versions of the digital encyclopaedia Ulyssei@s, created by the Institute for Comparative Literature Margarida Losa (ILCML) in the early 2010s. Besides motivating students, this translation project published on the Internet allows us to develop translation skills, foster teamwork, consolidate the three-phase methodology proposed by Gouadec (2002, 2007), and experiment with several essential tasks in language services: collaborative glossary-making, translation, revision of human translation and post-editing neural machine translation (NMT). Some of the challenges posed by the translation of Ulyssei@s are common to all types of translation, while others are specific to the translation of entries of this sui generis encyclopaedia, such as a variety of textual genres (biography, literary criticism, prose, poetry, theatre, essay) in hybrid texts and the need to find the original or the official translation of the works cited. This paper focuses on the data collected in the spring semester of 2022 and is based on the results of a survey submitted to students at the end of the project. It aims to share the experience of developing an inevitably unfinished project and adapting training and learning to the latest advances in Human Language Technology, since NMT has become a valuable tool for human translators, and Ulyssei@s is a digital encyclopaedia regularly enriched by ILCML collaborators with new entries. 20152016, 20152016 2015 2016, 2016 2015-2016 Ulysseis Ulyssei s (ILCML 2010s skills teamwork threephase three phase 2002, 2002 (2002 2007, 2007 , 2007) services glossarymaking, glossarymaking glossary making, making glossary-making postediting post editing NMT. . (NMT) biography, biography (biography criticism prose poetry theatre essay cited 202 Technology translators 2015201 201 2015-201 200 (200 (NMT 20 201520 2015-20 (20 2 20152 2015-2 (2 2015- (

There is a difficulty in determining the subject of ”–—— in Psalm 16:2. This problem arises from the context. Psalm 16:1 reveals that the speaker of the whole Psalm 16 is David himself: –‘•’•’• and the usage of the first person singular of the verb •–• is to denote that David is the speaker. Psalm 16:2, nevertheless, changes the first person singular from verse 1 to the second person feminine singular. In other words, the subject of verse 1 is David himself or a male speaker, whereas the subject of verse 2 shifts to an unknown female speaker. As a result, this shift creates two difficult questions. Firstly, why does David replace the first person singular in Psalm 16:1 to the second person feminine singular in Psalm 16:2? Secondly, who is this second person feminine singular in Psalm 16:2? This research argues for the influence of Phoenician language to Psalm 16:2; therefore, Phoenician language offers solutions to those difficulties. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This article is a combination of Biblical Studies and Linguistics. This article attempts to apply a comparative linguistic approach to Psalm 16:2

BACKGROUND: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction AIM: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary SETTING: This study was conducted in a suburban school where the learners use English as a second language METHODS: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality RESULTS: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited CONCLUSION: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades CONTRIBUTION: The task can be used by teachers and by researchers who may wish to replicate the study

BACKGROUND: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English AIM: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English SETTING: This research examines the WSS programme in partnership with a local quintile three school METHODS: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme RESULTS: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks CONCLUSION: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable CONTRIBUTION: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English

Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. CONTRIBUTION: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality.

In the second half of the 19th century, dictionaries increased in importance among Americans. They began to be perceived as authorities by the U.S. population; users expected them to provide answers to their questions about language. At the turn of the 19th century into the 20th, on both sides of the Atlantic, the first independent Slovenian publications appeared, intended for Slovenian immigrants to the U.S. The goal of the present article is to examine the treatment of pronunciation and spelling, both in the front matter and in the body of dictionaries of the Slovenian immigration. We examine four dictionaries created by three authors (Kubelka 1904, Kubelka 1912b, Kosutnik 1912, Kern 1919). They were published at a time when there were no readily available resources on English pronunciation or spelling written in Slovenian. This article documents the dictionary authors' explanations of pronunciation and how these explanations were presented to the intended audience. It also documents the treatment of spelling of words with predominantly American and predominantly British variants, at a time when both variants were widely circulating within American society.

In die tweede helfte van die 19de eeu het woordeboeke vir Amerikaners belangriker geword. Die Amerikaanse bevolking het woordeboeke as gesaghebbend begin beskou; gebruikers het verwag dat hulle antwoorde op hul taalvrae sou verskaf. Teen die draai van die 19de eeu het die eerste onafhanklike Sloweense publikasies, bedoel vir Sloweense immigrante na die V.S.A., aan beide kante van die Atlantiese Oseaan verskyn. Die doel van hierdie artikel is om die hantering van uitspraak en spelling, beide in die voorwerk en in die sentrale deel van Sloweense immigrasiewoordeboeke, te bestudeer. Ons ondersoek vier woordeboeke (Kubelka 1904, Kubelka 1912b, Kosutnik 1912, Kern 1919) wat deur drie outeurs saamgestel is. Hulle is in 'n tydperk gepubliseer toe hulpmiddels vir Engelse uitspraak of spelling nie geredelik in Sloweens beskikbaar was nie. In hierdie artikel word die woordeboekouteurs se toeligting rakende uitspraak asook die aanbieding van hierdie toeligting vir die teikengebruikers, gedokumenteer. Die hantering van die spelling van woorde met oorwegend Amerikaanse en oorwe-gend Britse variante, op 'n tydstip toe beide variante wydverspreid in die Amerikaanse samelewing voorgekom het, word ook gedokumenteer.

Resumo Este estudo teve como objetivo avaliar a validade de uma versão adaptada ao tema do ambiente do Questionário de Fundamentos Morais (QFM), e que assenta em cinco fundamentos morais na sua polaridade: dano/cuidado, justiça/reciprocidade, pertença/lealdade, autoridade/respeito e pureza/santidade. Um total de 179 pessoas participaram em todas as fases do processo. A partir da versão em português do Questionário de Fundamentos Morais (Silvino et al., 2016), e tendo também em consideração o Questionário do Observatório do Consumo Consciente (QOCC), de Loureiro et al. (2017), fez-se uma análise da adequação, para a língua portuguesa e para o tema do ambiente, assente em análises fatoriais. Concluiu-se que uma tipologia assente em dois fatores é a melhor forma de analisar o QFM. Um fator mais da ordem do individual e um segundo mais da ordem da coesão, o que está de acordo com a Teoria dos Fundamentos Morais (TFM) pois agrupa os fundamentos “dano” e “justiça” em relação aos restantes. Encontramos validade nos fundamentos de coesão e concluímos que o instrumento faz a distinção entre os padrões de moral individualizante e de ligação. Dano e cuidado surgem como os mais influentes e a sua carga fatorial corrobora a versão inglesa e original.

Abstract The aim of this study was to assess the validity of a version of the Moral Foundations Questionnaire (MFQ), adapted to the subject of the environment, which was based on five moral foundations: harm/care, justice/reciprocity, belonging/loyalty, authority/respect and purity/holiness. A total of 179 people participated in all phases of the process. Based on the Portuguese version of the Moral Foundations Questionnaire (Silvino et al., 2016), and also taking into account the Conscious Consumption Observatory Questionnaire (CCOQ), by Loureiro et al. (2017), we included in this study an analysis of the adequacy, for Portuguese language and for the environmental topic, supported by factor analyses. It was concluded that a typology based on two factors is the best way to analyze the MFQ. The first factor more linked to the individual and the second one more associated with cohesion, which is in accordance with the Theory of Moral Foundations (TMF) as it groups the foundations “harm” and “justice” in relation to the rest. We found validity in the foundations of cohesion and concluded that the instrument distinguishes between individualizing and bonding moral standards. Damage and care appear as the most influential and their factorial load corroborates the English and original version.