Abstract Andrés Febrés and other missionary-colonial linguists faced the difficult task of representing the sounds of languages previously unknown for them in writing. In this article, the object of study is how the close central unrounded vowel /ɨ/ is written and pronounced in “El Arte de la lengua general del Reyno de Chile” of Andrés Febrés” (1765). The reason is that this sound of Mapudungun was a novelty for the Jesuit priest, and because its historiographical approach has been different from the vowels of Spanish, being known as “the sixth vowel of Mapudungun” up to the present. This work undertakes a comparative analysis with other grammars of the Chilean tradition from that period (Valdivia, 1606 and Havestadt, 1777). We conclude that the three authors had access to resources, descriptive methods, and common objectives for studying Mapudungun, but they differ in certain decisions like the organization of the grammar (phonic) topics, systematization and the presentation of the phonological system of Mapudungun, and how they addressed the /ɨ/.

Resumen Andrés Febrés y los demás lingüistas misionero-coloniales se enfrentaron a la dificultad de representar por escrito los sonidos de lenguas que antes desconocían. En este artículo, se toma como objeto de estudio la escritura y la pronunciación de /ɨ/, fonema vocálico central cerrado, en el Arte de Andrés Febrés (1765), debido a que este sonido del mapudungun era una novedad para el jesuita y porque su tratamiento historiográfico ha sido diferencial respecto de las vocales del español, lo que lleva a que hasta la actualidad se le conozca como “la sexta vocal mapuche”. El análisis que presentamos tiene una perspectiva comparativa con otras obras de la tradición chilena de la época (Havestadt 1777; Valdivia 1606). Concluimos que los tres autores cuentan con recursos, métodos descriptivos y fines comunes para el estudio del mapudungun, pero las decisiones particulares difieren en la disposición de la materia gramatical (fónica), en la sistematización y exposición del sistema fonológico mapuche, y en el tratamiento de /ɨ/.

Abstract: This article is a review of the secondary sources relating to the nineteenth century contained in the Bibliografía Temática de Historiografía Lingüística Española - Apéndice 1 (2008-2020) [Thematic Bibliography of Spanish Linguistic Historiography - Appendix 1 (2008-2020)]. For this purpose, a corpus of 162 entries is studied and, on the basis of quantitative and qualitative data, it is analysed which linguists of the tradition have attracted the most attention from researchers, as well as which disciplines have been the most studied. It also points out some of the research that still requires to be carried out. In addition, the state of historiographical research on the nineteenth century over the twelve years mentioned above is presented.

Resumen: En este trabajo se lleva a cabo una revisión de las fuentes secundarias relativas al siglo XIX contenidas en la Bibliografía Temática de Historiografía Lingüística Española – Apéndice 1 (2008-2020). Para ello, se estudia un corpus de 162 registros y, a partir de los datos cuantitativos y cualitativos, se analiza qué lingüistas de la tradición han sido los que más atención ha atraído a los investigadores, así como cuáles han sido las disciplinas más trabajadas. Del mismo modo, se apuntan algunas investigaciones todavía por hacer. De esta forma, se presenta el estado de la investigación historiográfica sobre el siglo XIX a lo largo de los doce años citados.

The Latin Grammaticography in Brazil is one of the subjects of interest in the discipline of Historiography of Linguistics (HL) within our national context. In our text, we discuss theoretical and methodological aspects regarding the construction of a historiographical narrative on the history of Latin grammar in Brazil, following the "koernian" model developed by Konrad Koerner (2014) and Pierre Swiggers (2013; 2019). As an exemplary model for a (meta)historiographical narrative of the history of Latin grammar in Brazil, we also have the recent publication by Ricardo Cavaliere (UFF/ABL) on the history of grammar in Brazil (CAVALIERE, 2022), which can serve as a model for applying the "koernian" historiography for an analysis of our specific context. The topic of the history of Latin grammar in Brazil was approached in a pioneering way by the Latinist and philologist Ernesto Faria (1906-1962) in two of his main works: Gramática Superior da Língua Latina (FARIA, 1958) and Introdução à Didática do Latim (FARIA, 1959).

A Gramaticografia latina no Brasil é um dos temas de interesse da disciplina de Historiografia da Linguística (HL), em nosso contexto nacional. Em nosso texto, debateremos aspectos teórico-metodológicos, acerca da constituição de uma narrativa historiográfica sobre a história da gramática latina no Brasil, pelo modelo “koerniano”, desenvolvido por Konrad Koerner (2014) e Pierre Swiggers (2013; 2019). Como modelo exemplar, para uma narrativa (meta)historiográfica da história da gramática latina no Brasil, temos também a recente publicação de Ricardo Cavaliere (UFF/ABL), sobre a história da gramática no Brasil (CAVALIERE, 2022), que pode nos servir de modelo à aplicação da historiografia “koerniana”, para uma análise de nosso contexto específico. O tema da história da gramática latina no Brasil foi abordado de forma precursora pelo latinista e filólogo Ernesto Faria (1906-1962), em duas de suas principais obras: a Gramática Superior da Língua Latina (FARIA, 1958) e Introdução à didática do Latim (FARIA, 1959).

Abstract Several Brazilian applied linguists have been concerned about the gap between initial and continuing teacher education, and the weaknesses in the university-school relationship (REIS, 2018; GIMENEZ; BONACELI, 2013; GIMENEZ et al., 2008; ECKERT-HOFF, 2008, SÓL, 2014, REIS e CAMPOS, 2021, among others). However, there is still much to be done, researched and reflected upon initial and continuing teacher education. Considering the necessity of problematizing teacher education, this study aims to investigate the identity (de)construction of basic education teachers of English and of teachers-to-be and their teacher educators, involved in supervised practicum courses in a Brazilian federal university. This study relies upon the qualitative-interpretative paradigm (DENZIN; LINCOLN, 2006; FLICK, 2009) and ethnographic principles of research. Six collaborators participated in this investigation: two teacher educators from the federal university, two teachers-to-be, and two English language teachers (practicum supervisors) from the public school system. Data was collected through semi-structured questionnaires and written narratives. Corpus was analyzed descriptively and qualitatively under the theoretical framework of Applied Linguistics (AL) and philosophical approaches from Michel Foucault, Jacques Derrida, Gilles Deleuze and Félix Guattari. Stemming from the gestures of interpretation, it is evinced that the three instances represented by the practicum supervisor teachers, the teachers-to-be, and the teacher educators present themselves through a rhizomatic teacher education triad, in which they cross, affect and are affected by each other’s practices. In conclusion, the study demonstrated that it is not feasible to think about the university-school relationship without considering the multiplicity of factors that affect these two spaces, and that it is impossible to analyze one space without crossing the other. universityschool university REIS, (REIS 2018 BONACELI 2013 al al. 2008 ECKERTHOFF, ECKERTHOFF ECKERT HOFF, HOFF ECKERT-HOFF SÓL 2014 CAMPOS 2021 others. others . others) However done deconstruction de construction teacherstobe qualitativeinterpretative qualitative interpretative DENZIN (DENZIN LINCOLN 2006 FLICK 2009 research investigation teacherstobe, be, supervisors system semistructured semi structured narratives AL (AL Foucault Derrida Guattari interpretation triad cross other s practices conclusion spaces 201 200 202 20 2

Resumo Muitos linguistas aplicados brasileiros têm se preocupado com a lacuna existente entre a formação inicial e continuada de professores e as fragilidades na relação universidade-escola (REIS, 2018; GIMENEZ; BONACELLI, 2013; GIMENEZ et al., 2008; ECKERT-HOFF, 2008, SÓL, 2014, REIS e CAMPOS, 2021, dentre outros). No entanto, há ainda muito a fazer, pesquisar e refletir sobre a formação inicial e continuada de professores. Assim, este estudo objetivou investigar a (des)construção identitária de docentes de Língua Inglesa (LI) da Educação Básica, de professores em formação e de seus formadores, envolvidos em disciplinas de Estágio Supervisionado (ES) em uma universidade federal do Estado de Minas Gerais. Este estudo seguiu o paradigma qualitativo-interpretativista (DENZIN; LINCOLN, 2006; FLICK, 2009) e princípios etnográficos de pesquisa, contando com a participação de duas formadoras de professores, dois professores em formação e duas professoras de LI da rede pública de ensino, supervisoras de ES. Os instrumentos de geração dos registros foram questionários semiestruturados e narrativas escritas. O corpus foi analisado descritivamente e qualitativamente sob o referencial teórico da Linguística Aplicada (LA) e abordagens filosóficas de Michel Foucault, Jacques Derrida, Gilles Deleuze e Félix Guattari. A partir dos gestos de interpretação, pode-se perceber que as três instâncias representadas pelos professores supervisores dos ES, os professores em formação e os formadores se apresentam por meio de uma tríade rizomática de formação docente, em que se atravessam, afetam e são afetadas pelas práticas uns dos outros. Concluindo, o estudo evidencia que não é possível pensar a relação universidade-escola sem considerar a multiplicidade de fatores que incidem sobre esses dois espaços e que é inevitável analisar um desses espaços sem atravessar o outro. universidadeescola escola REIS, (REIS 2018 BONACELLI 2013 al al. 2008 ECKERTHOFF, ECKERTHOFF ECKERT HOFF, HOFF ECKERT-HOFF SÓL 2014 CAMPOS 2021 outros . outros) entanto fazer Assim desconstrução des construção (LI Básica ES (ES Gerais qualitativointerpretativista qualitativo interpretativista DENZIN (DENZIN LINCOLN 2006 FLICK 2009 pesquisa ensino escritas LA (LA Foucault Derrida Guattari interpretação podese pode docente atravessam Concluindo outro 201 200 202 20 2

Dié eerste deel van 'n vierdelige artikelreeks ondersoek die geskiedenis van die sosiolinguistiek relatief tot Oranjerivierafrikaans, een van die drie hoofdialekkontinuums van Afrikaans, van die periode 1595 tot 1916. Begrond in die linguistiese geskiedskrywing in die breë, en Michel Foucault se argeologiese en genealogiese oriënterings in die besonder, skets die artikeldeel hoe die intellektuele geskiedenis van Oranjerivierafrikaans in die "voortyd" van 1595-1843, en die meer formele Europeestalige sosiolinguisties georiënteerde studies van die tydperk 1844-1916 - dit wil sê die tydperk van die sosiolinguistiek oor Afrikaans, maar nie in Afrikaans nie - daar uitgesien het. Die optekenings van reisigers en dagboekskrywers, insluitende Willem ten Rhyne, Peter Kolbe, Otto Mentzel, John Barrow en Hinrich Lichtenstein, asook meer professionele taalkundiges, insluitende Antoine Changuion, Wilhelm Bleek, Thomas le Roux, Jac van Ginneken, en Theophilus Hahn, word bespreek. Ter afsluiting van die artikeldeel word die oorgangstydsgees van die eerste en tweede taalbewegings in verhouding tot die bewussyn oor Afrikaans vermeld. Hierdeur daag die artikelreeks vier sentrale veronderstellings oor die taalvorm uit, naamlik dat daar 'n gebrek aan bronne oor die taalvorm is, dat dit redelik "onsigbaar" is, dat dit as 'n Swart Afrikaanse taalvorm getipeer kan word, en dat Kaapse Afrikaans, eerder as Oranjerivierafrikaans, as die "oudste" vorm van Afrikaans beskou moet word.

This first part of a four-part article series investigates the history of sociolinguistics relative to Orange River Afrikaans, one of Afrikaans's three main dialect continuas, from the period 1595 to 1916. Grounded in linguistic historiography broadly construed, and Michel Foucault's archaeological and genealogical orientations specifically, this part of the article sketches how the intellectual history of Orange River Afrikaans in the period 1595-1916 figured through two Zeitgeists - the 'pre-time' of 1595-1843, and the more professional European-language sociolinguistic orientated studies of the period 1844-1916. This constitutes the period of sociolinguistics about Afrikaans, but not in Afrikaans. The writings of travellers and journal keepers, including Willem ten Rhyne, Peter Kolbe, Otto Mentzel, John Barrow and Hinrich Lichtenstein, and more professional linguists, including Antoine Changuion, Wilhelm Bleek, Thomas le Roux, Jac van Ginneken, and Theophilus Hahn, are discussed. In conclusion to this part of the article series, mention is made of the transitionary period of the first and second language movements relative to the consciousness around Afrikaans. Through this, the article series challenges four central and dominant presuppositions on Orange River Afrikaans, namely that there are limited sources available relative to it, that it constitutes an 'invisible' language form, that it can be typified as an expression of Black Afrikaans, and that Kaaps (Cape Afrikaans), rather than Orange River Afrikaans, should be regarded as the 'oldest' form of Afrikaans.

In hierdie artikel word Afrosentriese strategieë vir Afrika-woordeboeke voorgestel. Daar word aangevoer dat hierdie woordeboeke die komplekse morfologie, wat tipies van Afrikatale is, op 'n gepaste wyse moet hanteer. Die aanspreek van die komplekse morfologie sal gebruikers help om woorde en betekenisse te verbind om sodoende 'n meer genuanseerde begrip van die taal te ontwikkel. Afrosentriese woordeboeke behoort historiese en etimologiese inligting van hul inskrywings te verskaf deur die leksikale oorsprong, migrasies, en invloede na te spoor, wat die begrip van taalevolusie en die onderlinge samehang daarvan sal verryk. Vir 'n breër woordeskatdekking wat verwant is aan die Afrika-kultuur, -tradisies, -flora, -fauna, -geografie en -geskiedenis, word daar in die artikel voorgestel dat Afrika-woordeboeke 'n hibriede strategie van data-insameling moet volg wat taalkundiges, vakkundiges, moedertaalsprekers en gemeenskapslede in die woordeboekmaakproses betrek. In hierdie artikel word ook geargumenteer dat die middelste deel van Afrika-woordeboeke 'n uitstekende spasie bied vir leksikograwe om die Afrika-kulture vas te vang, te demonstreer en te bewaar. In hierdie afdeling moet Afrika-kos, -kleredrag, -danse, -veekleurterme - veral vir landelike gemeenskappe - en verwantskapsterme verklaar, versterk, en gevier word. Deur benaderings, soos in hierdie artikel uiteengesit, te implementeer, word daar gehoop dat Afrika-woordeboeke meer verteenwoordigend, inklusief, en weerspieëlend van die diverse Afrikatale, -kulture, en -kontekste sal word.

This article proposes strategies for compiling African dictionaries that are Afrocentric. It argues that such dictionaries must deal appropriately with the complex morphology typical of many African languages. Addressing complex morphology will help users connect words and meanings to develop a more nuanced understanding of the language. Afrocentric dictionaries ought to provide historical and etymological information of their entries, tracing lexical origins, migrations, and influences which would enrich the understanding of language evolution and its interconnectedness. For a broader vocabulary coverage related to African culture, traditions, flora, fauna, geography, and history, the article proposes that African dictionaries need to adopt a hybrid strategy of data collection that engages linguists, scholars, native speakers and community members in the dictionary-making process. Additionally, the paper argues that the middle section of African dictionaries presents an excellent space for lexicographers to capture, demonstrate, and preserve African cultures. The section should affirm, reinforce, and celebrate African food, attire, dances, cattle colour terminology - especially for pastoral communities - and kinship terminology. By implementing approaches set out in this article, it is hoped that African dictionaries will become more representative, inclusive, and reflective of the diverse African languages, cultures, and contexts.

BACKGROUND: South African literacy-as-social-practice theoreticians, language-in-education experts, educational linguists, and language policies advocate multilingual pedagogies to acknowledge and cater to diverse multilingual learners' literacy development. Universities purport multilingualism to provide for the multilingual norm, students' literacy, and educational development, as scholarship shows that multilingualism benefits academia and literacy education. Yet, these universities remain locations for monolingual and epistemological biases. Concerns about such praxis pretensions in pluralistic literacy education and the failures in literacy-as-social-practice strategies have been raised. However, the perceptions of lecturers and students on their role in implementing desirable praxis in multilingual literacy education are under-researched. OBJECTIVES: This qualitative study explores lecturers' and students' perceptions and their impact on practising linguistic plurality in literacy for educational development schemes. METHOD: The research uses in-depth individual and focus-group interviews with four lecturers and four first-year undergraduate students at a selected linguistically diverse university. An interpretivist paradigm was applied consisting of participants' subjective experiences as members of a higher education institution (HEI). RESULTS: Findings reveal that lecturers have difficulty coping with multiple languages due to inadequate training and misconceptions about multilingualism, and monolingual pedagogy perceptions carried over from their institutions whose culture denies students' linguistic plurality. CONCLUSION: The study demonstrates the importance of shifts in epistemological orientation and adequate training, focused on multilingualism, to develop versatile and agile lecturers equipped for multilingual universities. CONTRIBUTION: This research contributes to understanding the complex implementation problems regarding multilingual literacy education and possible solutions. It postulates new ways of forging multilingual literacy practices to erase praxis morbidity.

The aim of this paper is to add to the discussions held by applied linguists and several pedagogical agents, regarding the inclusion of literature in curriculum planning in Spanish teacher training. The arguments presented here are based on the understanding of the constitutive relationship between language and literature as well as on the powerful role of literature in the formation of the subject. To that end it uses the discursive-multinetwork proposal (Serrani, 2010, 2020) and presents the short story “Anhedonia”, by the Cuban Mylene Fernández Pintado (2013), following the discursive-multinetwork criteria. Then, it introduces a proposal of language practices that focuses mainly on the following sociocultural theme: the (Cuban) woman and their representation in society. A second focus is put on the discursive heterogeneity as a language-discourse theme, which is realized through reported discourse and aims to contribute to the intercultural training of Spanish teachers. In the workshops presented in this study, a semantic network was established from texts in different discursive genres with different positions on the sociocultural theme under debate, which may promote a better understanding of such theme and be conducive to an education committed to citizenship.

Partindo da compreensão da relação constitutiva entre língua e literatura e do poderoso papel da literatura na formação do sujeito, este trabalho pretende inserir-se nas discussões travadas por linguistas aplicados a respeito da inclusão da literatura em planejamentos curriculares na área de formação de professores de espanhol. Mobilizando a Proposta Multirrede-Discursiva (Serrani, 2010, 2020), nbsp;este artigo apresenta o conto “Anhedonia”, da cubana Mylene Fernández Pintado (2013), a partir de critérios multirrede-discursivos, e discute uma proposta de práticas de linguagens que permitam enfocar, de forma articulada, o tema sociocultural: a mulher (cubana) e sua representação em sociedade, e a heterogeneidade discursiva como tema de língua-discurso, materializada no discurso relatado, sempre visando à formação intercultural de professores de espanhol. Nas oficinas apresentadas estabeleceu-se uma rede semântica a partir de textos em gêneros discursivos diversos com posições diferentes sobre o tema sociocultural em debate, o que pode possibilitar uma melhor compreensão deste e contribuir com uma formação compromissada com a cidadania.

ABSTRACT This article discusses three recent publications on the linguistic classification of Chacha, a language attributed to the ethnic groups of the "Chachapoyas" region in the southern part of the department of Amazonas, Peru. It examines the comparison between Chacha and the languages of the Cahuapanan family undertaken by Rojas-Berscia (2020), as well as the comparative studies conducted by Jolkesky (2016) and Urban (2020), both of which classify Chacha as a Cholonoid language. The analysis focuses on the methodologies applied by the authors, discussing the potential and limitations of lexical and phonetic comparisons between the languages involved, the methods and constraints of toponymic research, the critical use of historical sources, as well as the method of triangulation. Also, the available sources for a potential comparative analysis of the Chacha language and neighboring languages are discussed and evaluated, coming to the conclusion that, for the moment, the scarcity of the material does not allow any classification of the Chacha language. Finally, the article defines the most suitable methodological approaches for the investigation of Chacha and other extinct and undocumented languages of the region in general, proposing, among others, an expansion of the toponymic and anthroponymic database before historical linguists might proceed with any kind of analysis.

RESUMEN El presente artículo discute tres publicaciones recientes acerca de la filiación lingüística del chacha, lengua atribuida a las etnias del área geográfica Chachapoyas, en la parte sur del departamento de Amazonas, Perú. Se examina la comparación entre el chacha y las lenguas cahuapana, emprendida por Rojas-Berscia (2020), así como los estudios comparativos realizados por Jolkesky (2016) y Urban (2020), que agrupan el chacha en la familia denominada cholonoide. El análisis se enfoca en las metodologías aplicadas por los autores, discutiendo el potencial y las limitaciones de comparaciones léxicas y fonéticas entre los idiomas implicados, los métodos y restricciones de la investigación toponímica, el uso crítico de fuentes históricas, así como el método de la triangulación. Igualmente, se discuten y evalúan las fuentes disponibles para un potencial análisis comparativo del idioma chacha con idiomas vecinos, llegando a la conclusión de que, por el momento, la escasez del material no permite ninguna clasificación del chacha. Finalmente, se discuten los enfoques metodológicos más propicios para la investigación tanto del chacha como también de otros idiomas extintos y no documentados de la región en general, proponiendo, entre otros, una ampliación de la base de datos toponímicos y antroponímicos antes de proceder con cualquier tipo de análisis.

Resumo Este artigo examina os usos e os significados do conceito de lulik no Timor-Leste contemporâneo a partir das análises feitas por autores da linguística e, em especial, da antropologia. No que diz respeito especificamente à antropologia, levamos em consideração as definições que foram feitas do conceito a partir das abordagens teóricas de raiz durkheimiana e da virada ontológica. À luz da revisão da literatura sobre o assunto, bem como dos dados apresentados por meio de um estudo de caso etnográfico, avaliamos a relevância dessas definições e propomos uma interpretação alternativa. Em face das contribuições de outros autores, propomos que o lulik, para os timorenses, remeta a uma tipificação da forma correta como devem ser conduzidas as relações em que as pessoas podem estar envolvidas no decorrer da sua vida social. TimorLeste Timor Leste especial antropologia ontológica assunto etnográfico alternativa timorenses social

Abstract The present article examines the uses and meanings of the concept of lulik in contemporary East Timor, based on the analysis of the concept by linguists and, especially, anthropologists. Along the anthropological axis of analysis, we take into account the concept’s definitions based on theoretical approaches rooted in Durkheimian theory and the ontological turn. In the light of a review of the literature regarding the subject, as well as the data gathered through an ethnographic case study, we evaluate the relevance of these definitions and propose an alternative interpretation. Compared to the contributions made by other authors, we propose that the Timorese understand lulik as a typification of the correct way in which relationships that involve people in the course of their social life should be conducted. Timor especially anthropologists concepts s turn subject study interpretation authors conducted

Resumen En este artículo se examinan los usos y significados del concepto de lulik en el Timor-Leste contemporáneo a partir de los análisis que del mismo han realizado autores de la lingüística y, especialmente, la antropología. En lo tocante específicamente a la antropología, tenemos en cuanta las definiciones que se han hecho del concepto a partir de aproximaciones teóricas de raíz durkheimianas y del giro ontológico. A la luz de la revisión de la literatura sobre el asunto, así como de los datos presentados mediante un estudio de caso etnográfico, evaluamos la pertinencia de estas definiciones y proponemos una interpretación alternativa. Frente a los aportes realizados por otros autores, proponemos que lo lulik, para los timorenses, remite a una tipificación del modo correcto en que deben ser conducidas las relaciones en que las personas pueden verse envueltas en el discurrir de su vida social. TimorLeste Timor Leste especialmente antropología ontológico asunto etnográfico alternativa timorenses social

ABSTRACT In this article, we discuss the notions of linguistic knowledge, creativity, and productivity as they are conceived in Functional Linguistics and in Construction Grammar, also reviewing, more briefly, these concepts in Generative Grammar. In this sense, we revisit the posture that different linguists adopt in relation to these notions, confronting them and highlighting their divergences. We relate each of the concepts to the specific theoretical assumptions of each model of analysis, also pointing out the evolution that such notions have gone through over time, which results from the development of Linguistics as a science. We characterize the construction and its properties, and under the framework of constructionist models, we relate creativity and productivity to the property of schematicity. Finally, based on Usage-based Functional Linguistics, we examine the transitive and the VAdjADV e VAdj-mente constructions of Brazilian Portuguese to illustrate the role of creativity and productivity and communicative and cognitive factors that motivate new uses of these constructions. article knowledge Grammar reviewing briefly sense divergences analysis time science properties models schematicity Finally Usagebased Usage VAdjmente VAdj mente

RESUMO Discutimos, neste artigo, as noções de conhecimento, criatividade e produtividade linguísticos tal como são concebidas na Linguística Funcional e na Gramática de Construções, fazendo também uma revisão, embora mais breve, desses conceitos na Gramática Gerativa. Nesse sentido, revisitamos a postura que diferentes linguistas adotam em relação a essas noções, confrontando-as e ressaltando suas divergências. Relacionamos cada uma das concepções aos pressupostos teóricos específicos de cada modelo de análise, apontando, ainda, o desenvolvimento que tais noções tiveram ao longo do tempo, resultado do próprio desenvolvimento da Linguística como ciência. Caracterizamos a construção e suas propriedades e, sob o enquadre de modelos construcionistas, relacionamos a criatividade e a produtividade à propriedade de esquematicidade das construções. Por fim, baseadas na Linguística Funcional Centrada no Uso, examinamos a construção transitiva e as construções VAdjADV e VAdj-mente do português do Brasil, para ilustrar a atuação da criatividade e da produtividade e de fatores comunicativos e cognitivos que motivam novos usos dessas construções. Discutimos artigo conhecimento Construções revisão breve Gerativa sentido confrontandoas confrontando divergências análise apontando ainda tempo ciência construcionistas fim Uso VAdjmente VAdj mente Brasil

ABSTRACT In this article, we will discuss the Bakhtinian concepts of Grotesque realism and grotesque body from various perspectives. We will begin by exploring the synchronic approaches taken by contemporary linguists and semioticians. Additionally, we will delve into Bakhtin’s own treatment of these concepts, tracing their origins to his doctoral thesis during the early 20th century within the context of the Soviet Union. Subsequently, we will examine the significance of both concepts within the work Rabelais and His World, Finally, we will scrutinize some instances of the Grotesque in literary and visual arts from Ancient Judaism and early in Medieval Christianity, which were either directly or indirectly referenced by Bakhtin. article perspectives semioticians Additionally Bakhtins Bakhtin s th Union Subsequently World Finally Christianity

RESUMO Nesse artigo, discutiremos os conceitos bakhtinianos de realismo grotesco e corpo grotesco a partir de diferentes aspectos, a começar pelas abordagens sincrônicas feitas pelos linguistas e semióticos contemporâneos nossos, mas também pela abordagem que o próprio Bakhtin fez desses conceitos desde a pré-história deles, isto é, enquanto o pensador russo elaborava-os em sua tese de doutorado, no contexto da União Soviética na primeira metade do século XX. Depois disso, discutiremos o significado de ambos os conceitos no interior da obra A cultura popular na Idade Média e no Renascimento: O contexto de François Rabelais e, por fim, examinaremos algumas manifestações do grotesco em obras literárias e de artes plásticas do judaísmo antigo e do cristianismo antigo e medieval, as quais foram direta ou indiretamente citadas ou aludidas por Bakhtin. artigo aspectos nossos préhistória pré história deles é elaboravaos elaborava doutorado XX disso Renascimento fim medieval

ABSTRACT The aim of this paper is to add to the discussions held by applied linguists and several pedagogical agents, regarding the inclusion of literature in curriculum planning in Spanish teachers training. The arguments presented here are based on the understanding of the constitutive relationship between language and literature as well as on the powerful role of literature in the formation of the subject. To that end it uses the discursive-multinetwork proposal (Serrani, 2010, 2020) and presents the short story “Anhedonia”, by the Cuban Mylene Fernández Pintado (2013), following the discursive-multinetwork criteria. Then, it introduces a proposal of language practices that focuses mainly on the following sociocultural theme: the (Cuban) woman and their representation in society. A second focus is put on the discursive heterogeneity as a language-discourse theme, which is realized through reported discourse and aims to contribute to the intercultural training of Spanish teachers. In the workshops presented in this study, a semantic network was established from texts in different discursive genres with different positions on the sociocultural theme under debate, which may promote a better understanding of such theme and be conducive to an education committed to citizenship. agents subject discursivemultinetwork multinetwork Serrani, Serrani (Serrani 2010 2020 Anhedonia, Anhedonia , “Anhedonia” 2013, 2013 (2013) criteria Then (Cuban society languagediscourse study debate citizenship 201 202 “Anhedonia (2013 20 (201 2 (20 (2 (

RESUMO Partindo da compreensão da relação constitutiva entre língua e literatura e do poderoso papel da literatura na formação do sujeito, este trabalho pretende inserir-se nas discussões travadas por linguistas aplicados a respeito da inclusão da literatura em planejamentos curriculares na área de formação de professores de espanhol. Mobilizando a Proposta Multirrede-Discursiva (Serrani, 2010, 2020), este artigo apresenta o conto “Anhedonia”, da cubana Mylene Fernández Pintado (2013), a partir de critérios multirrede-discursivos, e discute uma proposta de práticas de linguagens que permitam enfocar, de forma articulada, o tema sociocultural: a mulher (cubana) e sua representação em sociedade, e a heterogeneidade discursiva como tema de língua-discurso, materializada no discurso relatado, sempre visando à formação intercultural de professores de espanhol. Nas oficinas apresentadas estabeleceu-se uma rede semântica a partir de textos em gêneros discursivos diversos com posições diferentes sobre o tema sociocultural em debate, o que pode possibilitar uma melhor compreensão deste e contribuir com uma formação compromissada com a cidadania. sujeito inserirse inserir se espanhol MultirredeDiscursiva Multirrede Discursiva Serrani, Serrani (Serrani 2010 2020, 2020 , 2020) Anhedonia, Anhedonia “Anhedonia” 2013, 2013 (2013) multirredediscursivos, multirredediscursivos multirrede discursivos, multirrede-discursivos enfocar articulada (cubana sociedade línguadiscurso, línguadiscurso discurso, língua-discurso relatado estabeleceuse estabeleceu debate cidadania 201 202 “Anhedonia (2013 20 (201 2 (20 (2 (

ABSTRACT Science fiction is a literary genre that has spread around the world due, among other reasons, to its popularity; narratives contain exotic characters and fantastic intrigue. It is considered by the circle of scholars and critics, however, a “minor” literature; for discourse linguists, its aesthetic attributes remain in the background. The theory of points of view (POV), for example, can contribute to a better assessment of the genre. This article aims to study this literary genre via enunciation. First, we talk about studies in narratology to delimit the place of science fiction (or sf) in the universe of narratives. Secondly, we talk about concepts and notations from POV theory within narratological studies to trigger a dialogical analysis of literary discourse. Thirdly, we analyze a fragment from Dune, by Frank Herbert, in its version into Brazilian Portuguese (2017). Finally, we propose that “superpowers” held by characters in this genre can be explained linguistically. due reasons popularity intrigue critics however minor “minor literature linguists background POV, , (POV) example enunciation First or sf Secondly Thirdly Dune Herbert 2017. 2017 . (2017) Finally superpowers “superpowers linguistically (POV 201 (2017 20 (201 2 (20 (2 (

RESUMO A ficção científica é um gênero literário que se espalhou mundo afora devido, entre outros motivos, à sua popularidade; as narrativas contêm personagens exóticos e intrigas fantásticas. É considerada, contudo, pelo círculo de eruditos e críticos, uma literatura “menor”, mas, para os linguistas do discurso, seus atributos “estéticos” ficam em segundo plano. A teoria dos pontos de vista (PDV), por exemplo, pode contribuir para uma melhor avaliação do gênero. O presente artigo tem como ambição estudar enunciativamente esse gênero literário. Em primeiro lugar, falaremos sobre estudos da narratologia, para marcar o lugar da ficção científica (ou fc) no universo das narrativas. Em segundo lugar, falaremos sobre as noções e notações da teoria PDV dentro do estudo narratológico para acionar uma análise dialógica do discurso literário. Em terceiro lugar, analisaremos um fragmento da narrativa Duna, de Frank Herbert, em sua versão para português brasileiro (2017). Ao final, propomos que os “superpoderes” dos personagens nesse gênero podem ser explicados linguisticamente. devido motivos popularidade fantásticas considerada contudo críticos menor, menor , “menor” mas estéticos “estéticos plano PDV, (PDV) exemplo narratologia ou fc Duna Herbert 2017. 2017 . (2017) final superpoderes “superpoderes linguisticamente “menor (PDV 201 (2017 20 (201 2 (20 (2 (

This article endeavours to argue from a linguistic point of view for the 'independence' of Khelobedu, to be recognised as an additional official language in the Republic of South Africa. The speakers of Khelobedu speak neither Sepedi or Tshivenḓa as some linguists claim. From the wide range of literature on this phenomenon, some Sepedi and Tshivenḓa linguists claim that this language (Khelobedu) is their dialect. This indecisiveness leaves Khelobedu speakers in limbo. As a result, Balobedu learners end up performing poorly academically because they learn the Sepedi language as their second language instead. The purpose of this article is to argue on linguistic grounds against such a classification by the earlier linguists and missionaries as the findings succinctly provide evidence in support of this position. In attempting to dispute this classification, the content analysis method was employed for data gathering purposes. A comparative lexicostatistic approach was used to undergird the study. In terms of data, Khelobedu, Tshivenḓa and Sepedi lexical items were collected and compared to corroborate the claim. Nevertheless, Khelobedu strongly shows its 'independence' as do Sepedi, Sesotho, Setswana and isiZulu, isiNdebele, isiXhosa and Siswati. Furthermore, Khelobedu and Sepedi differ greatly in terms of their pronunciation. The issue around mutual intelligibility, we argue, should not be put into this equation. The article recommends that Khelobedu be regarded as an official language that Balobedu learners and students could use as a medium of teaching and learning; furthermore, Balobedu's identity should also not be compromised. CONTRIBUTION: The significance and contribution of this article to scientific knowledge resides in its contention that the classification of Khelobedu as one of the dialects of the Sepedi or Northern Sotho language lacks linguistic justification. The article further argues that this misclassification was due to the partnership that existed between the missionaries and the colonial government in consultation with their informants who only recognised varieties where the missionaries settled and operated. Therefore, it is postulated that Khelobedu should be considered a fully fledged language since it shows its own linguistic repertoire. independence 'independence Africa phenomenon (Khelobedu dialect limbo result instead position purposes study Nevertheless Sesotho isiZulu isiNdebele Siswati Furthermore pronunciation intelligibility equation learning furthermore Balobedus s compromised CONTRIBUTION justification operated Therefore repertoire