Abstract: Explicit language learning strategy-based instruction has emerged as an advantage in teaching languages. Several studies have addressed this topic in Chile, focusing on the type of strategies used in university contexts. Thus, it is necessary to guide such inquiries to school levels. For this reason, the present investigation aims to study the impact that explicit instruction of cognitive and metacognitive learning strategies has on a group of Chilean high school students’ reading skills in L2. To achieve this, the study comprised two experimental groups and one control group. In the view of the results, it follows that cognitive strategies were more effective, and the explicit instruction of learning strategies constitutes a tool that favors the process of reading in L2.

Resumen: La instrucción explícita de estrategias de aprendizaje ha emergido como una ventaja para la enseñanza de lenguas. En Chile, diferentes investigaciones han abordado este tema, limitándose a describir el tipo de estrategias utilizadas en L2 en contextos universitarios, por lo que es necesario ampliar el enfoque de estos estudios e incorporar a aprendientes secundarios. En este sentido, la presente investigación se propuso estudiar el impacto de la instrucción explícita de estrategias de aprendizaje cognitivas y metacognitivas en la lectura en inglés de un grupo de estudiantes chilenos de enseñanza media. Para esto, se utilizaron dos grupos experimentales y uno de control. Los resultados demostraron que las estrategias cognitivas fueron las más efectivas y que la instrucción explícita de estrategias de aprendizaje constituye una herramienta favorecedora en el proceso de comprensión lectora en L2.

Abstract Intercultural Communicative Competence (ICC) for foreign language education has developed over the last 25 years and has become a predominant guide for public policies regarding interculturality within the instruction of foreign languages. In Latin America, national governments have adopted ICC into English Foreign Language (EFL) pedagogy national standards and policies. Nevertheless, how ICC has been adopted in the classrooms needs to be clarified. This systematic review of empirical studies on ICC in Latin America identifies the emergent themes and gaps in the research. The search identified 23 Latin American papers written in Spanish or English from SCOPUS, SciELO, and WOS databases in September of 2022. The review results are organized into four themes. It analyses what has been studied in the EFL classrooms in schools, ICC English Language Teaching degree programs, EFL in higher education, and the development and analysis of ICC in didactic materials for EFL. Findings, among others, indicate a gap in investigations in schools, a change in EFL teachers' perceptions of ICC, a preponderance of practitioner action research, and critical pedagogy.

Resumen La competencia comunicativa intercultural (CCI) para la educación de idiomas extranjeros se ha desarrollado en los últimos 25 años y se ha convertido en una guía predominante para orientar las políticas públicas sobre interculturalidad en la enseñanza de idiomas extranjeros. En América Latina, los gobiernos han adoptado las ideas del CCI en las normas y políticas nacionales de pedagogía de inglés como lengua extranjera (ILE). Sin embargo, es necesario aclarar cómo se ha adoptado CCI en las aulas. Esta revisión sistemática de estudios empíricos sobre CCI en América Latina, identifica los temas emergentes y las brechas en la investigación. La búsqueda identificó 23 artículos latinoamericanos escritos en español o inglés, de las bases de datos SCOPUS, SciELO y WOS en septiembre de 2022. Los resultados de la revisión se organizan en cuatro temas. Analiza lo que se ha estudiado en las aulas de ILE en las escuelas, los programas de grado de Enseñanza del Inglés como Lengua Extranjera con CCI, el ILE en la educación superior y el desarrollo y análisis de CCI en materiales didácticos para el ILE. Los hallazgos, entre otros, indican una brecha en las investigaciones en las escuelas, un cambio en las percepciones de los profesores de ILE sobre CCI, una preponderancia de la investigación-acción de los practicantes y la pedagogía crítica.

Abstract Objective: This article aims to present discursive reformulation and demonstrate its methodological relevance in relation to specific materials and research questions in Discourse Analysis. Originality/Contribution: The topic has traversed the authors research trajectory, and the types and scope of the field are generally illustrated through works she has conducted at different times, using corpora from various domains. Additionally the pedagogical weight of reformulation in the rhetorical tradition and its impact on writing instruction are highlighted. In an era where Artificial Intelligence is developing automatic text generation from extensive databases or from single to multiple texts given as input for tasks such as translation, glossing, correction, or adaptation to different audiences, it becomes relevant to showcase the significance of reformulation and the analysts operational methods. Conclusion: The examples demonstrate how, by highlighting operations on the original texts, regularities can be detected. From these regularities, the analyst infers the representations that guide the production of the new text. From a glottopolitical perspective, which is concerned with the semiotic dimension of social processes as they are presented in the political sphere, encompassing both social discourses and language policies and interventions in educational contexts, the methodological entry through reformulation operations provides data that, in interpretation, are articulated with the conditions of discourse production.

Resumo Objetivo: o artigo tem por objetivo apresentar a reformulação discursiva e mostrar o seu interesse como contributo metodológico, em relação a certos materiais e questões de investigação em análise do discurso. Originalidade/suporte: o tema atravessou a trajetória de investigação do autor. Os tipos e o âmbito do domínio abordado são ilustrados, em geral, com trabalhos que realizou em diferentes momentos com corpora de vários domínios. É também assinalado o peso pedagógico que a reformulação tem tido na tradição retórica e o seu impacto no ensino da escrita. Numa altura em que a inteligência artificial desenvolve a geração automática de textos a partir de grandes bases de dados ou a partir de um ou vários textos fornecidos a programas de tradução, glosagem, correção ou adaptação a diferentes públicos, tornase relevante mostrar o interesse da reformulação e os modos de atuação do analista. Conclusão: os exemplos mostram como o analista, ao fazer o levantamento das operações sobre os primeiros textos, detecta regularidades. A partir delas, ele infere as representações que orientam a produção do novo texto. Na perspetiva glotopolítica, interessada na dimensão semiótica dos processos sociais tal como se expõem no espaço político, que inclui tanto as discursividades sociais quanto as políticas de línguas e as intervenções no campo educacional, a entrada metodológica pelas operações de reformulação fornece dados que, na interpretação, se articulam com as condições de produção dos discursos.

Resumen Objetivo: el artículo se propone presentar la reformulación discursiva y mostrar su interés como entrada metodológica, en relación con ciertos materiales y preguntas de investigación en análisis del discurso. Originalidad/aporte: el tema ha atravesado la trayectoria investigativa de la autora. Los tipos y alcances del campo abordado se ilustran, en general, con trabajos que ella ha realizado en diferentes momentos con corpus provenientes de variados ámbitos. Asimismo, se señala el peso pedagógico que ha tenido la reformulación en la tradición retórica y su incidencia en la enseñanza de la escritura. En una etapa en la que en el marco de la inteligencia artificial se desarrolla la generación automática de textos a partir de amplias bases de datos o de uno o varios textos que se suministran a los programas para tareas de traducción, glosa, corrección, o adaptación a distintos públicos, se vuelve relevante mostrar el interés de la reformulación y los modos de operar del analista. Conclusión: en los ejemplos se muestra cómo el analista, al relevar las operaciones sobre los textos primeros, detecta regularidades. A partir de ellas, infiere las representaciones que orientan la producción del nuevo texto. Desde la perspectiva glotopolítica, interesada por la dimensión semiótica de los procesos sociales tal como se exponen en el espacio político, que incluye tanto las discursividades sociales como las políticas sobre los lenguajes y las intervenciones en el ámbito educativo, el ingreso metodológico por las operaciones de reformulación suministra datos que, en la interpretación, se articulan con las condiciones de producción de los discursos.

Abstract This reflective paper aims at disseminating a proposal for instruction to promote learning strategies in the foreign language classroom. The proposal was constructed based on the results of two action-research projects conducted at the Foreign Language Teacher Education Program (English - French) at Universidad del Valle, in Cali, Colombia. The results of these projects suggest that the implementation of learning strategies requires a specific sequence to develop learner autonomy and that finding the right dosage of strategies to cover in a course is paramount for their successful acquisition and implementation. Thus, the authors propose an adaptable instruction model that considers the findings of their research experiences. In this paper, the authors claim that while some strategies can be developed spontaneously throughout the learning process, some other strategies are more difficult to grasp, and therefore they require explicit instruction in just the right amount.

Resumen Este artículo de reflexión se propone socializar una propuesta de instrucción para promover estrategias de aprendizaje en el aula de lengua extranjera. La propuesta se construyó sobre la base de los resultados de dos proyectos de investigación, los cuales se llevaron a cabo en el programa de Licenciatura de Lenguas Extranjeras (Inglés-Francés) de la Universidad del Valle, en Cali, Colombia. Los resultados de estos proyectos sugieren que, por un lado, la implementación de estrategias de aprendizaje necesita una secuencia específica para que el aprendiz desarrolle autonomía; y, por otro lado, que para adquirir e implementar exitosamente las estrategias de aprendizaje es indispensable encontrar la dosis justa en el número de estrategias a trabajar. Así, los autores proponen un modelo adaptable de instrucción que toma en cuenta los hallazgos de sus experiencias investigativas. En este artículo, los autores argumentan que, si bien algunas estrategias pueden desarrollarse de manera espontánea, otras son más difíciles de adquirir y requieren, por lo tanto, una instrucción explícita en la medida justa.

ABSTRACT This work results of a qualitative research study conducted through document analysis, primarily grounded in Education in Science theorists from various backgrounds, under the interdisciplinary perspective of Applied Linguistics (AL). It investigates a set of activities proposed and implemented in the teaching of academic writing from 2011 to 2021 within the context of the Interdisciplinary Higher Education Program (ProFIS) at the State University of Campinas (Unicamp). The objective was to identify evidence of pedagogical work with practices and knowledge related to the sciences and to critically examine representations and discourses about sciences based on didactic activities in a linguistic education component of the mentioned program. The results revealed possibilities to broaden approaches that promote scientific education, particularly through didactic strategies that more directly involve students in investigative practices or scientific thinking. Additionally, it presents a highly fertile context for showcasing research conducted by scientists in the field of linguistic studies or applied linguistics, emphasizing the commitment of research conducted there to ever-emerging investigative demands in society. analysis backgrounds AL. AL . (AL) 201 202 ProFIS (ProFIS Unicamp. Unicamp (Unicamp) program thinking Additionally linguistics everemerging ever emerging society (AL 20 (Unicamp 2

RESUMO Este trabalho é resultado de uma pesquisa qualitativa, realizada a partir de análise documental, embasada principalmente em teóricos da Educação em Ciência de origem diversa, sob a perspectiva indisciplinar da Linguística Aplicada (LA). Investiga-se um conjunto de atividades propostas e aplicadas no ensino de escrita acadêmica, no período de 2011 a 2021, no contexto do Programa de Formação Interdisciplinar Superior (ProFIS) da Universidade Estadual de Campinas (Unicamp). O objetivo foi identificar evidências do trabalho pedagógico com práticas e conhecimentos atrelados às ciências, e problematizar representações e discursos sobre ciências, a partir de atividades didáticas do componente curricular dedicado à educação linguística no programa mencionado. Como resultados, divisaram-se possibilidades de se ampliarem as abordagens promotoras da educação científica, principalmente mediante encaminhamentos didáticos que envolvam mais diretamente os estudantes em práticas investigativas ou no pensar cientificamente. Além disso, vê-se um contexto bastante fecundo para se dar visibilidade às pesquisas realizadas por cientistas no campo dos estudos linguísticos ou linguísticos aplicados, realçando-se o compromisso de pesquisas aí realizadas com demandas investigativas sempre emergentes na sociedade. qualitativa documental diversa LA. LA . (LA) Investigase Investiga acadêmica 201 2021 ProFIS (ProFIS Unicamp. Unicamp (Unicamp) ciências mencionado resultados divisaramse divisaram científica cientificamente disso vêse vê aplicados realçandose realçando sociedade (LA 20 202 (Unicamp 2

RESUMEN Las prácticas preprofesionales resultan un pilar fundamental en la Formación Docente en Lenguas Extranjeras y constituyen el modo y momento propicio para que los docentes en formación se vinculen con su trabajo futuro, lo que supone un uso responsable, autónomo y contextuado del conocimiento adquirido; además de un alto desarrollo del pensamiento complejo, riguroso, creativo y operativo. Tomando en cuenta este precepto, se realizó una investigación para analizar el proceso de prácticas preprofesionales en la carrera de Pedagogía de los Idiomas Nacionales y Extranjeros de la Universidad Nacional de Chimborazo, a partir de los testimonios de los estudiantes de octavo semestre en el periodo académico 2022-1S. Dicho estudio siguió el paradigma interpretativo y el enfoque cualitativo de la investigación científica. Con el aporte del método biográfico narrativo y entrevistas en profundidad se obtuvieron las perspectivas de los participantes en cuanto al proceso en cuestión. Para el análisis de las narrativas se utilizó el Modelo de Análisis Temático. Los principales resultados reflejan posturas críticas de la población de estudio en torno al rol que juegan las prácticas preprofesionales en su formación profesional; hecho particular que permitió elucidar las bondades, limitaciones y desafíos del proceso en el contexto de estudio.

ABSTRACT Pre-professional internships are a fundamental pillar in teacher training in foreign languages and constitute the propitious way and moment for teachers in training to be linked to their future work, which implies a responsible, autonomous and contextualized use of the knowledge acquired, as well as a high development of complex, rigorous, creative and operative thinking. Taking into account this precept, a research was conducted to analyze the process of pre-professional practices in the career of Pedagogy of National and Foreign Languages at the National University of Chimborazo, based on the testimonies of eighth semester students in the academic period 2022-1S. This study followed the interpretative paradigm and the qualitative approach of scientific research. With the contribution of the biographical narrative method and in-depth interviews, the participants' perspectives on the process in question were obtained. The Thematic Analysis Model was used to analyze the narratives. The main results reflect critical positions of the study population regarding the role played by pre-professional practices in their professional training; a particular fact that allowed elucidating the benefits, limitations and challenges of the process in the study context.

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.

Education systems are shaped by various internal and external contextual forces (De Beer, 2017). External contextual trends typically include language, demography, geography, technology, politics, and financial and economic trends. Religion represents one of these external contextual trends that can affect an education system (see Van der Walt, Potgieter & Wolhuter, 2010; Wolhuter & Van der Walt, 2018). Making use of established metabletic-comparative methodology, this article seeks to highlight the impact of religion as a formative factor of education in the BRICS countries. Religion is treated significantly differently in the education systems of the BRICS member states. In schools in India and China, no religious activities are allowed in accordance with the respective constitutions, while any religious activities may take place in schools in Brazil, Russia and South Africa, provided that the activities comply with particular guidelines. Broadly considered, any religious activities are conducted in primary schools in Brazil, provided that attendance is voluntary. Religion in Brazilian schools is influenced by the strong position of the Roman Catholic faith in Brazilian society, which could potentially be detrimental to minority groups in Brazil (Senefonte, 2018:440). Learners in Russia, according to Russian law, are free to choose for themselves the religious module in which they wish to receive education. Schools in Russia do not, however, always implement this legislation correctly, since a school's resources actually determine which module the learners should take. The manner in which religion is being dealt with, causes unhappiness among learners and parents as they do not really have freedom of choice regarding the religious module in which they wish to receive instruction (Zöllner, 2016). The legislation in China clearly states that no religious activities may take place in public schools, yet the ruling party of China intends to enshrine tenets of atheism in learners in schools (Vickers, 2022; Wang & Froese, 2020). Compared to the other BRICS member states, China has the most officially, constitutionally recognised ethnic groups. In terms of legislation and policy formulations, the ethnic minority groups obtain various benefits in terms of education. The wide variety of ethnic groupings poses various challenges to the government of China as the views of all these groups in the education system have to be taken into account. Various documents, including the South African Schools Act 76 of 1996, and other education policies provide clear guidelines as to how religion ought to be dealt with in South African schools. In South Africa, learners are taught various major deities worldwide. All learners in South Africa are exposed to the concept of religion through the subject Life Orientation (Grades 7-12). Teachers in South Africaface the challenge of respecting all kinds of religions and not preaching their own views on a religion. This challenge of respecting all religions can result in conflict in schools, as learners may feel that they will be discriminated against if one type of religion is singled out, for example during assembly. This underscores the role and value of South African teachers in inculcating citizenship values (see Wolhuter, Janmaat, Van der Walt & Potgieter, 2020). The Government of India faces opposition from minority groups with regard to religion in schools as the socio-political hegemony religion is especially preferred in terms of the drafting of academic textbooks (Traub, 2018). This preferential treatment of a particular religion is contrary to the Indian constitution, as no single religion may be singled out, nor should any religion be discriminated against (Majumdar, 2018). The preference given to a particular religion in textbooks can result in a negative impact on the education system of India. The analysis and interpretation show that there is still a close relationship between religion and education in the BRICS countries. However, all five BRICS member states face different problems regarding religion and each of the five member states also deals with its problems differently. This conclusion is now unpacked in this summary, and in detail defended in the ensuing full text. In terms of dealing with religion, South Africa appears to be more tolerant than Brazil, Russia, India and China, although this tolerance still causes more problems for the South African government, in the sense of opposition from various adherents of a wide variety of faith groupings who would like schools to play a role in strengthening the religious beliefs of their children. Several court cases have been fought in South Africa as schools struggle to accommodate the wishes of all religious groups in South Africa (see Nthontho, 2020). In contrast to forces in all the BRICS countries trying to separate religion and (public) education, the United Nations Declaration of Human Rights, the proto-charter of Human Rights Charters in the contemporary world, Article 26 states that everyone has the right to education, education should be oriented towards the total development of the child's personality, and that parents have a preferential right to decide on the type of education their children should receive. The BRICS member states can learn from each other how to deal with religion in schools, even though none have yet managed to deal satisfactorily with religion in education. The common factor among all five BRICS countries is that religion is used again and again (consciously or unconsciously) to reinforce political or ideological hegemony. It seems that the shortcoming in all these countries is pointing to a lack of recognition of the place and role of religion in the lives of their citizens and that secular-political objectives, notably the forcing of official ideological hegemony, as well as the achievement of national unity above the full recognition of religious freedom, are also stated in the education system and in citizens 'choice of the kind of religious education of their children. As a result, the role of religion in creating a strong moral fibre for a society therefore never seems to come into its own. Moreover, judging by the United Nations Charter's Human Rights provisions on education, educative education (incl. teaching and learning), in accordance with its full scope of semantic value, does not currently come into its own. The same seems to be the case as regards the human right to parental advocacy with respect to religious education. The experience of the BRICS countries in terms of religion-in-education shows that it is sensible and even necessary, for example, along the path of enlarged parental speech in education and school autonomy, to allow more room for religious freedom in education. The BRICS countries are currently being proposed as the leading grouping of the Global South in a new formative world order. Against this background, current trends regarding religion-in-education in these countries therefore probably represent a bold example. However, it should nonetheless be denounced by the academic community and better examples should subsequently be extracted and presented from other national education systems from future research.

'n Onderwysstelsel word deur verskeie samelewingskontekstuele kragte gevorm. Hierdie kontekstuele faktore sluit taal, demografie, geografie, tegnologie, politiek en finansiële en ekonomiese tendense in. Godsdiens is een van die laasgenoemde tendense wat 'n onderwys-stelsel kan beïnvloed. Die BRICS-organisasie bestaan uit Brasilië, Rusland, Indië, Sjina en Suid-Afrika en is 'n supra-nasionale blok wat baie aandag in die openbare sowel as akademiese diskoers oor internasionale politiek en maatskaplike kwessies trek (De Beer, 2017). Godsdiens word wyd geag as 'n omstrede en sensitiewe faktor in onderwysstelsels (sien Van der Walt, Potgieter & Wolhuter, 2010). In hierdie artikel word godsdiens as vormgewende faktor van die onderwysstelsels in die BRICS-lande ondersoek, om die waarde daarvan as 'n aanskouingsles vir Suid-Afrika en ander lande te bepaal. Die BRICS-lidlande is doelbewus vir hierdie navorsing gekies weens die besondere waarde van hierdie lande as vertoonvenster van onderwysstelsels se antwoord op samelewingstendense van die een-en-twintigste eeu. Dokumentontleding is uitgevoer ten opsigte van beleidsdokumente, wetgewing, artikels en staatspublikasies, ten einde inligting in te samel. In die verwerking en interpretasie van inligting is die metableties-vergelykende metode gebruik ten einde beste praktyke ten opsigte van die hantering van godsdiens in die onderwysstelsels vanuit die BRICS-lidlande te identifiseer. Die ondersoek het ernstige tekortkominge in al die BRICS-lande se hantering van godsdiens in onderwys aan die lig gebring. Nie een van die lande se beleid of praktyk slaag die toets, soos gemeet aan die Verenigde Nasies se Handves van Menseregte nie. Die noodsaak van voortgesette navorsing oor die plek van godsdiens in die onderwysstelsels van die wêreld word ten slotte verduidelik.

With this article I explore the relationship between core academic language skills (CALS) - a construct representing a set of high-utility language skills needed to manage the linguistic features prevalent in academic texts across content areas - and schooling outcomes. There has long been an understanding that there is a distinction between academic language and colloquial language, originally described by Jim Cummins (1976) as cognitive academic language proficiency (CALP) and basic interpersonal communication skills (BICS). The construct has only recently been operationalised (Uccelli, Phillips Galloway, Barr, Meneses & Dobbs, 2015) as the individual skills and competencies that underlie CALP. The CALS construct describes an empirically testable set of competencies that address this need. This has been used in the development of an assessment instrument aimed at South African learners - the CALS-I-ZA (MacFarlane, Barr & Uccelli, 2022) - and I investigate whether a measurable link exists between this assessment and schooling outcomes for a sample of Grade 6 learners in 2 public schools in the Gauteng province of South Africa. Schooling outcomes have been measured using the Gauteng Provincial Common Assessments - a provincial examination intended to measure schooling outcomes on a comparable assessment instrument. The study reported on here shows a moderately strong correlation between the CALS-I-ZA and the provincial common examinations (r = 0.64 and r = 0.65). This predictive relationship between CALS and schooling outcomes leads to an argument for direct instruction in CALS as an embedded feature of pedagogy in South Africa.

ABSTRACT In this review, we present and discuss the book “Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction” by Luciana C. de Oliveira, published in 2023 by Routledge. The publication introduces an innovative approach aimed at professionals working in primary and secondary education who teach multilingual students (MLs), known as the Language-Based Approach to Content Instruction (LACI). This approach serves both as a framework to support lesson planning and as a model for teacher education that integrates language and content. The author’s proposal addresses the growing presence of MLs worldwide, with a particular emphasis on the context of the United States and its immigration features. Despite originating from a context that may be considered quite different from Brazil, LACI provides resources related to the methodologies and the specificities of disciplinary language which can be adapted to Brazilian schools and teacher education programs for bi/multilingual education - an emerging field in the country that lacks theoretical and practical guidelines. review Supporting Learners Development LanguageBased Based C Oliveira 202 Routledge MLs, , (MLs) LACI. . (LACI) content authors author s worldwide features Brazil bimultilingual bi guidelines 20 (MLs (LACI 2

RESUMO Nessa resenha apresentamos e discutimos a obra Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction, de Luciana C. de Oliveira, publicada em 2023 pela Routledge. O livro apresenta uma abordagem inovadora direcionada a profissionais que atuam na Educação Básica lecionando a estudantes multilíngues (EMs), o Language-Based Approach to Content Instruction (LACI) ou o Ensino de Conteúdo por Meio da Língua (ECML), o qual caracteriza-se tanto como um referencial para subsidiar o planejamento de aulas, quanto um modelo para formação de professores que integra língua e conteúdo. A proposta da autora visa a contemplar a crescente presença de EMs em todo o mundo, com especial ênfase na realidade dos EUA e sua imigração. Apesar de ser originária de um contexto que pode ser considerado bastante distinto do brasileiro, o LACI/ECML apresenta subsídios relacionados às metodologias e às especificidades da linguagem disciplinar de cada área, que podem ser adaptadas às escolas e à formação de professores no Brasil para a educação bi/multilíngue, área em recente ascensão no país que carece de orientações teórico-práticas. Learners Development LanguageBased Based C Oliveira 202 Routledge EMs, , (EMs) LACI (LACI ECML, ECML (ECML) caracterizase caracteriza se aulas conteúdo mundo imigração brasileiro LACIECML bimultilíngue bi multilíngue bi/multilíngue teóricopráticas. teóricopráticas teórico práticas. práticas teórico-práticas 20 (EMs (ECML 2

Resumen: Este artículo es el resultado de una investigación posdoctoral que tuvo como objetivo analizar las prácticas de aprendizaje utilizadas por profesores de salas regulares bilingües para sordos en proceso de adquisición de la lengua portuguesa escrita. En Brasil, todavía hay pocas averiguaciones que muestren las prácticas de aprendizaje con estudiantes sordos, hecho que justifica la importancia de este estudio. La investigación se realizó en tres escuelas de la red educativa municipal de la ciudad de Recife (Pernambuco), en los años iniciales de la enseñanza básica, que ofrecen esas salas. En este estudio participaron cinco profesores bilingües. El aporte teórico estuvo compuesto por autores que trabajan el tema de la alfabetización y aprendizaje de sordos desde una perspectiva bilingüe, destacando: Fernandes, Quadros, Schmiedt y Sousa. La investigación cualitativa se realizó en dos etapas: entrevista semiestructurada a voluntarios y observaciones en el aula. Todo el contacto con los participantes se efectuó de manera remota, debido a la pandemia de “coronavirus”, empleando recursos de medios digitales, como: WhatsApp, correo electrónico y Google Meet. Además del perfil de los profesores participantes, los datos mostraron lo que piensan sobre el proceso de adquisición de la lengua portuguesa escrita por sordos, así como las prácticas de aprendizaje utilizadas por ellos en este proceso. Entre esas prácticas, certificamos el uso de la Lengua Brasileña de Signos (Libras) como instrucción para trabajar la lectura de mundo y el alfabeto manual como facilitador de la apropiación de la lengua portuguesa escrita. Resumen Brasil Pernambuco, Pernambuco , (Pernambuco) básica bilingüe destacando Fernandes Quadros Sousa etapas aula remota coronavirus, coronavirus “coronavirus” digitales WhatsApp Meet Libras (Libras (Pernambuco “coronavirus

Abstract: This article is the result of a postdoctoral research that aimed to analyze the literacy practices used by teachers of regular bilingual classrooms for deaf people who are in the process of acquiring the written Portuguese language. In Brazil, there are still few studies that show literacy practices with deaf students, which justifies the importance of carrying out this study. The research was carried out in three municipal schools in the city of Recife, Pernambuco, in early elementary school years, which offer these classes. Five bilingual teachers participated in this study. The theoretical contribution consisted of authors who work with the theme of literacy of deaf people from a bilingual perspective, highlighting: Fernandes, Quadros, Schmiedt, and Sousa. The qualitative research happened in two stages: semi-structured interviews with the volunteers and classroom observations. All contact with the participants was made remotely due to the coronavirus pandemic, using digital media resources, such as Whatsapp, email, and Google Meet. In addition to the profile of the participating teachers, the data showed what they think about the acquisition process of the written Portuguese language by deaf people, as well as the literacy practices used by them in this process. Among these practices, we highlight the use of Brazilian Sign Language (Libras) as an instruction to work on the reading of the world and the manual alphabet as an appropriation facilitator of the written Portuguese language. Abstract Brazil students study Recife Pernambuco years classes perspective highlighting Fernandes Quadros Schmiedt Sousa stages semistructured semi structured observations pandemic resources Whatsapp email Meet Libras (Libras

Resumo: O presente artigo resulta de uma pesquisa de pós-doutorado que teve como objetivo analisar as práticas de letramento usadas por professores de salas regulares bilíngues para surdos que se encontram no processo de aquisição da língua portuguesa escrita. No Brasil, ainda são escassas pesquisas que mostram práticas de letramento com estudantes surdos, fato que justifica a importância deste estudo. A investigação foi realizada em três escolas da rede municipal de ensino da cidade de Recife, Pernambuco, nos anos iniciais do ensino fundamental, as quais oferecem essas salas. Participaram deste estudo cinco professores bilíngues. O aporte teórico constou de autores que trabalham com o tema de alfabetização e letramento de surdos na perspectiva bilíngue, destacando-se: Fernandes, Quadros, Schmiedt e Sousa. A pesquisa qualitativa ocorreu em duas etapas: entrevista semiestruturada com os voluntários e observações em sala de aula. Todo o contato com os participantes foi feito de forma remota, em virtude da pandemia do coronavírus, mediante uso de recursos de mídia digital, como Whatsapp, e-mail e Google Meet. Além do perfil dos professores participantes, os dados mostraram o que eles pensam a respeito do processo de aquisição da língua portuguesa escrita por surdos, assim como práticas de letramento utilizadas por eles nesse processo. Entre essas práticas, evidenciamos o uso da Língua Brasileira de Sinais (Libras) como instrução para trabalhar a leitura de mundo e o alfabeto manual como facilitador da apropriação da língua portuguesa escrita. Resumo pósdoutorado pós doutorado Brasil Recife Pernambuco fundamental bilíngue destacandose destacando destacando-se Fernandes Quadros Sousa etapas aula remota coronavírus digital Whatsapp email mail Meet Libras (Libras

Resumen: El artículo analiza la frecuencia y la forma en que se trabaja la lectura personal en las secciones de literatura de libros de texto de Brasil y Portugal. El corpus se compuso de 73 ejercicios de comprensión textual pertenecientes a dos libros de texto de Lengua Portuguesa del 4º grado de enseñanza básica, uno de cada país. El análisis, basado en la técnica de análisis de contenido, consistió en las etapas de mapeo y categorización de las muestras, y sus resultados se discutieron cuantitativa y cualitativamente. Los resultados indican que los ejercicios que solicitan la expresión de la subjetividad son poco frecuentes. En ambos casos, son preponderantes las actividades de lectura personal centradas en el gusto, el acuerdo/desacuerdo y la emisión de opinión, y rara vez se proponen preguntas sobre la identificación/no identificación con el texto. El mayor punto de divergencia entre los manuales brasileño y portugués se refiere al lugar ocupado por las preguntas personales en la secuencia didáctica, lo que suscitó reflexiones sobre las implicaciones de promover la expresión de la subjetividad antes y/o después de la lectura. Resumen Portugal 7 º básica país contenido muestras cualitativamente frecuentes casos gusto acuerdodesacuerdo acuerdo desacuerdo opinión identificaciónno no didáctica yo o

Abstract: The study analyzes the incidence and the manner in which personal reading is covered by the literature sections of textbooks from Brazil and Portugal. The corpus consisted of 73 reading comprehension exercises belonging to two Portuguese language manuals, one from each country, of the 4th year of basic education. Grounded on content analysis, the study comprised mapping and categorization of the samples, while the results were organized and discussed quantitatively and qualitatively. The results indicate that exercises requiring subjectivity are lacking. In both cases, personal reading activities focused on taste, agreement/disagreement and expression of opinion are preponderant. On the other hand, questions regarding the identification/non-identification with the text are rarely proposed. The largest point of contention between the Brazilian and Portuguese textbooks concerns the role filled by personal questions in the didactic sequence, which raised reflections over the implications of promoting subjectivity before and/or after reading. Abstract Portugal 7 manuals country th education analysis samples qualitatively lacking cases taste agreementdisagreement agreement disagreement preponderant hand identification/nonidentification identificationnonidentification identification/non identification non proposed sequence andor or nonidentification identificationnon

Resumo: O artigo analisa a frequência e o modo como a leitura pessoal é trabalhada no eixo literário de livros escolares do Brasil e de Portugal. O corpus foi constituído por 73 exercícios de compreensão textual pertencentes a dois manuais de Português do 4º ano da escolaridade básica, sendo um exemplar de cada país. A análise, fundamentada na técnica de análise de conteúdo, foi composta pelas etapas de mapeamento e de categorização das amostras, e seus resultados foram discutidos quantitativa e qualitativamente. Os resultados apontam que são pouco frequentes exercícios que solicitam a expressão da subjetividade. Em ambos os casos, são preponderantes atividades de viés pessoal centradas no gosto, na concordância/discordância e na emissão de opinião, sendo raramente propostas questões sobre a identificação/não identificação com o texto. O maior ponto de divergência entre o manual brasileiro e o português diz respeito ao lugar ocupado pelas perguntas pessoais na sequência didática, o que suscitou reflexões sobre as implicações de se promover a expressão da subjetividade antes e/ou após a leitura. Resumo Portugal 7 º básica país conteúdo amostras qualitativamente casos gosto concordânciadiscordância concordância discordância opinião identificaçãonão não texto didática eou ou

RESUMO O estudo que este artigo apresenta teve como objetivo identificar concepções de alfabetização e letramento na versão homologada da Base Nacional Comum Curricular - BNCC (Brasil, 2017) e na Política Nacional de Alfabetização - PNA (Brasil, 2019). Apoiando-se em discussões teóricas relativas àqueles campos e às políticas curriculares, expõe uma pesquisa documental amparada pela análise temática de conteúdo. Como resultados, em relação à alfabetização na BNCC, verifica-se uma perspectiva assentada no ensino do código alfabético e na mecânica da leitura, suprimindo a expressão sistema de escrita alfabética, tão disseminada na literatura brasileira. No eixo do letramento, embora mantenha a ideia de uso social da língua, tendo como base os diversos gêneros textuais, estabelece uma desnecessária compreensão de superação entre o letramento das letras e o que é proposto como letramentos digitais ou multiletramentos. Em relação à PNA, verificou-se notório retrocesso em relação à alfabetização, cuja referência é a ciência cognitiva da leitura. Esse documento remonta o tradicional método sintético fônico, e claramente comete equívocos conceituais e epistemológicos quanto à escrita alfabética, à norma ortográfica e à leitura. Também aposta em uma conceituação e progressão pouco claras de literacia ao longo da escolarização básica e contraria o exposto no Plano Nacional de Educação, reduzindo a consolidação da alfabetização de três para um ano de duração. O estudo demonstrou um nítido apagão histórico-epistemológico-didático da alfabetização e do letramento. Brasil, Brasil (Brasil 2017 2019. 2019 . 2019) Apoiandose Apoiando se curriculares conteúdo resultados verificase verifica leitura alfabética brasileira língua textuais multiletramentos verificouse verificou fônico Educação duração históricoepistemológicodidático histórico epistemológico didático 201 20 2

ABSTRACT The study presented in this paper aimed at identifying conceptions of literacy in the approved version of the National Common Curriculum Base - BNCC (Brasil, 2017) and in the National Literacy Policy - PNA (Brasil, 2019). Based on theoretical discussions relating to these fields and curricular policies, it presents documentary research supported by thematic content analysis. As a result, concerning literacy in BNCC, there is a perspective based on teaching the alphabetic code and the mechanics of reading, suppressing the expression alphabetic writing system, so widespread in Brazilian literature. On the literacy axis, although it maintains the idea of social usage of language, based on the various textual genres, it establishes an unnecessary understanding of overcoming the literacy of letters and what is proposed as digital literacy or multiliteracies. Regarding the PNA, there was a notable step backward in literacy, whose reference is the cognitive science of reading. This document goes back to the traditional phonic synthetic method and commits conceptual and epistemological misunderstandings about alphabetic writing, spelling, and reading. It also relies on an unclear conceptualization and progression of literacia throughout basic schooling. It contradicts the National Education Plan, reducing the consolidation of literacy from three to one year. The study showed a clear historical-epistemological-didactic clackout of literacy. Brasil, Brasil (Brasil 2017 2019. 2019 . 2019) policies analysis result reading system literature axis language genres multiliteracies spelling schooling Plan year historicalepistemologicaldidactic historical didactic 201 20 2

RESUMO O presente artigo tem como objetivo analisar a concepção de linguagem e aprendizagem presente na proposta didática de alfabetização do curso de formação continuada do programa Tempo de Aprender de 2020, tendo como pano de fundo a Política Nacional de Alfabetização (PNA) (Brasil, 2019). O estudo caracteriza-se como qualitativo com foco descritivo-analítico e a metodologia empregada contempla análises de texto documental. O material empírico selecionado para análise corresponde ao eixo 1 - Formação continuada de profissionais da alfabetização e eixo 2 - Apoio pedagógico para alfabetização do documento que orienta o programa de formação docente. No contexto da pesquisa, destacamos dois tópicos analíticos: (1) Cadê o estudo da consciência fonológica, a promoção da curiosidade metalinguística e a ludicidade que estavam presentes nos cursos de formação docente para alfabetizadoras? E (2) Cadê a reflexão sobre o processo de alfabetização aliada às práticas de leitura e produção de texto presentes em produções acadêmicas no Brasil? Neste artigo, a ênfase é no primeiro tópico analítico. Os resultados da pesquisa possibilitaram a identificação de algumas fragilidades na proposta do curso como: a hierarquização do conhecimento de unidades menores para unidades maiores no processo da aprendizagem da leitura e da escrita; a padronização da instrução fônica como proposta de ensino; e o treinamento motor para a correta grafia das letras. Os tópicos destacados colocaram em evidência o silenciamento do letramento no processo de alfabetização. 2020 PNA (PNA Brasil, Brasil (Brasil 2019. 2019 . 2019) caracterizase caracteriza se descritivoanalítico descritivo analítico documental analíticos (1 fonológica alfabetizadoras (2 escrita ensino letras 202 201 ( 20

ABSTRACT This paper aims to analyse the conceptualisation of language and learning in the proposal of literacy in the continuing education course of the 2020 programme Tempo de Aprender for the National Policy for Literacy (Brasil, 2019). The study is characterised as qualitative with a descriptive and analytic focus, and the methodology will analyse official documents. The empirical material for analysis corresponds to axle 1 (Continuing education for literacy professionals) and axle 2 (pedagogical support guiding the teacher education programme). In the context of the investigation, we highlight two analytical topics: (1) Where are the study phonological awareness, promotion of metalinguistic curiosity and playfulness, which were current in the literacy education courses for teachers? and (2) where are reflection about the literacy united to practices of reading and writing in academic productions in Brazil? In this paper we will emphasise the first topic. Results of the investigation abled the identification of some weakness in the proposal of the course, that is: hierarchisation of knowledge from smaller units to larger ones in the process of learning to read and write; standardisation of phonics instruction as a teaching proposal; and motor training to improve spelling. The highlighted topics demonstrated the silenced literacy in the process of learning how to read and write. 202 Brasil, Brasil (Brasil 2019. 2019 . 2019) focus documents Continuing professionals pedagogical programme. programme) (1 awareness playfulness teachers (2 Brazil topic write spelling 20 201 (

Resumo O objetivo deste estudo foi explorar a construção de um gráfico de conhecimento da língua inglesa baseado na recuperação de literatura para apoiar a educação inteligente. Um questionário foi administrado para coletar dados sobre as experiências dos alunos com abordagens de aprendizagem tradicionais e aprimoradas pela tecnologia. A literatura também foi recuperada e analisada para preencher os domínios do gráfico de conhecimento. Os resultados mostraram que a implementação de um gráfico de conhecimento melhorou significativamente a personalização da aprendizagem e promoveu um maior envolvimento dos alunos em comparação com métodos de ensino convencionais. A análise em tempo real e o feedback contínuo otimizaram ainda mais o processo de aprendizagem. As avaliações pós-implementação encontraram ganhos notáveis no desempenho acadêmico dos alunos e na inclinação para o aprendizado do inglês. O ambiente de aprendizagem personalizado e adaptativo facilitado pelo gráfico de conhecimento sustentou de forma mais eficaz o interesse e promoveu o desempenho. Em conclusão, os gráficos de conhecimento construídos através da análise da literatura têm um potencial promissor para o avanço da educação de inglês quando incorporados em sistemas de tutoria inteligentes. Ao mapear as interconexões dentro do domínio da disciplina visual e computacionalmente, eles podem fornecer instruções altamente personalizadas, adaptadas às necessidades individuais. inteligente tecnologia convencionais pósimplementação pós conclusão inteligentes computacionalmente personalizadas individuais

Abstract This study aimed to explore the construction of an English language knowledge graph based on literature retrieval to support intelligent education. A questionnaire was administered to collect data on students’ experiences with traditional and technology-enhanced learning approaches. Literature was also retrieved and analyzed to populate the knowledge graph domains. The results showed that implementing a knowledge graph significantly improved learning personalization and fostered greater student engagement compared to conventional teaching methods. Real-time analytics and continuous feedback further optimized the learning process. Post-implementation assessments found notable gains in students’ academic performance and inclination toward English learning. The personalized, adaptive learning environment facilitated by the knowledge graph more effectively sustained interest and promoted achievement. In conclusion, knowledge graphs constructed through literature analysis hold promising potential for advancing English education when incorporated into intelligent tutoring systems. By mapping interconnections within the subject domain visually and computationally, they can power highly customized instruction tailored to individual needs. students technologyenhanced technology enhanced approaches domains methods Realtime Real time process Postimplementation Post implementation personalized achievement conclusion systems computationally needs