Resumen Este trabajo cualitativo analiza las narrativas de cinco mujeres latinas radicadas en el estado de Oregón (Estados Unidos) en relación con sus interacciones sociales en el sector servicios y los espacios públicos de las comunidades en las que viven. El objetivo es conocer sus experiencias y observar si existe una conciencia crítica sociolingüística que reafirme una agencia en el país de destino. Usando como marco teórico el análisis crítico del discurso y la raciolingüística, se obtuvieron tres ejes temáticos comunes: la ausencia del español en los lugares públicos, la mirada blanca en los intercambios lingüísticos, y el multilingüismo en la vida pública. Estas narrativas muestran cómo la conciencia crítica desencadena la resiliencia y la agencia que les ha permitido enfrentarse a dificultades racistas y discriminaciones lingüísticas en Estados Unidos.

Abstract This qualitative study analyzes the narratives of five Latina women living in the state of Oregon (United States) in relation to their social interactions in the service sector and public spaces of the communities in which they live. The objective is to learn about their experiences and observe if there is a critical sociolinguistic awareness that reaffirms an agency in the destination country. Drawing on a theoretical framework of critical discourse analysis and raciolinguistics, three common thematic axes were obtained: the absence of Spanish in public places, the white gaze in linguistic exchanges, and multilingualism in public life. These narratives show how critical awareness triggers the resilience and agency that has allowed these women to challenge racist and linguistic discriminations in the United States.

The Call for the STI Conference held in September 2024, in Berlin, argues that there is a variety of processes of openness among different communities and stakeholders which pose questions about the interaction of openness and closedness. It stimulates the participants to ask how much closedness is embedded in openness and vice versa and how to measure these intertwined phenomena. This keynote has been framed in these basic concerns and intends to advance towards the intersection with inclusiveness, considering that openness is necessary but not sufficient to achieve a more equitable and effective scholarly communication globally. In the convergence of field approach and structural heterogeneity, we build a conceptual framework to assess the combinations observed in the space of open science, and the stakeholders that represent forces towards inclusiveness or exclusiveness. Exploring the main indicators of inclusive openness, 7 cartographies are proposed for a global mapping and the discussion of the main issues at stake towards a just transition to open science: 1) a comparison between the distribution by country of repositories of published output and primary data repositories, 2) a mapping of the Current Information systems (CRIS) and their different developments at the national and institutional level, 3) a cartography of persistent identifiers of digital resources comparing DOI and ARK, 4) a cartography of persistent identifiers for  active researchers (ORCID) by country and its weak representation of the national research communities, 5) a comparison of the coverage of identifiers of research organizations (ROR) with a national database of organizations, 6) a cartography of indexed journals with no-fee for publishing or reading and 7) a mapping of multilingualism in scholarly publishing, by platform. Finally, some study cases are discussed to show examples of the limited inclusiveness of the current state of open infrastructures and publishing platforms.

SIGNIFICANCE: This Invited Commentary discusses how language-in-education policies and practices that embrace multilingualism and multilingual learning can promote epistemic justice, constructing more equitable, just, and ethical conditions for learning. The findings considered are significant in that they illuminate sustained multilingual knowledge-building among peers, showing how these processes enhanced disciplinary learning, legitimated all learners as producers of knowledge, and simultaneously constructed a decolonial ethics of knowing. In so doing, they challenge persistent, colonial linguistic and epistemic hierarchies of value as well as longstanding assumptions about the difficulties and costs of implementing mother-tongue-based multilingual education across the curriculum.

Résumé L’article présente les résultats de l’Observatoire Latino-Américain des Indicateurs d’Évaluation (OLIVA), qui visent à contribuer à rendre visible la production scientifique indexée en Amérique Latine et dans les Caraïbes, afin de promouvoir son appréciation dans les systèmes d’évaluation. Cet article aborde la production publiée en libre accès par des revues indexées dans SciELO et Redalyc, à partir de la consolidation d’une base de données, sans recouvrement, avec un total de 908.982 documents, 1720 revues (15 pays) et 2.591.704 auteurs. La diversité disciplinaire de cette production est analysée, ainsi que les tendances en matière de collaboration nationale, régionale et internationale. Enfin, la collaboration intra-nationale a été analysée uniquement dans le cas du Brésil et de SciELO. L’étude conclut qu’il y a une prédominance des revues « diamant » , des institutions d’édition universitaire et des formes de circulation multiscalaires. Ces caractéristiques, même avec la diversité linguistique et disciplinaire, peuvent contribuer très efficacement aux besoins actuels de la communication scientifique à l’heure de la science ouverte. Larticle L lObservatoire l Observatoire LatinoAméricain Latino Américain dÉvaluation d Évaluation OLIVA, OLIVA (OLIVA) Caraïbes dévaluation. dévaluation évaluation. évaluation d’évaluation Redalyc dune données recouvrement 908982 908 982 908.98 documents 172 15 (1 pays 2591704 2 591 704 2.591.70 auteurs nationale internationale Enfin intranationale intra Létude étude quil qu il dédition édition multiscalaires caractéristiques lheure heure ouverte (OLIVA 90898 90 98 908.9 17 1 ( 259170 59 70 2.591.7 9089 9 908. 25917 5 7 2.591. 2591 2.591 259 2.59 25 2.5 2.

Resumo Este artigo apresenta os resultados do Observatorio Latinoamericano de Indicadores de eVAluación (OLIVA) que visa visibilizar e valorizar a produção científica indexada na América Latina e Caribe. O trabalho aborda a produção em acesso aberto das revistas indexadas no SciELO e Redalyc, com base na consolidação de uma única base de dados, com o número total de 1.720 revistas (de 15 países), 908.982 documentos e 2.591.704 autores/as. Também analisa a diversidade disciplinar e as tendências da colaboração nacional e internacional. Por fim, apenas para o caso do Brasil e da SciELO, analisa-se a colaboração intranacional. O estudo conclui que há um predomínio das revistas diamante, das como instituições editoras universitárias e de formas de circulação a multiescalar. Estas caraterísticas, mesmo assim a diversidade linguística e disciplinar, podem contribuir de forma muito eficaz para as necessidades atuais de comunicação científica em tempos de ciência aberta. OLIVA (OLIVA Caribe Redalyc dados 1720 1 720 1.72 países, países , países) 908982 908 982 908.98 2591704 2 591 704 2.591.70 autoresas autores autores/as internacional fim analisase se intranacional diamante multiescalar caraterísticas aberta 172 72 1.7 90898 90 98 908.9 259170 59 70 2.591.7 17 7 1. 9089 9 908. 25917 5 2.591. 2591 2.591 259 2.59 25 2.5 2.

Abstract This article presents the results of the Latin American Observatory of eVAluation Indicators (OLIVA, its Spanish acronym) which aims to contribute to the visibility of indexed scientific output in Latin America and the Caribbean and enhance its value in evaluation systems. This study addresses the production published in open access by journals indexed in SciELO and Redalyc, based on a single database of a total of 1,720 journals (from 15 countries), 908,982 documents and 2,591,704 authors. It also highlights its disciplinary diversity, and trends in national and international research collaboration. Finally, only for the case of Brazil and SciELO, intranational collaboration is analyzed. The study concludes that there is a predominance of diamond journals, of university publishing institutions and of multiscalar forms of circulation. These characteristics, even with linguistic and disciplinary diversity, can contribute very effectively to the current needs of science communication in times of open science. OLIVA, OLIVA (OLIVA acronym systems Redalyc 1720 1 720 1,72 from countries, countries , countries) 908982 908 982 908,98 2591704 2 591 704 2,591,70 authors diversity Finally analyzed circulation characteristics 172 72 1,7 90898 90 98 908,9 259170 59 70 2,591,7 17 7 1, 9089 9 908, 25917 5 2,591, 2591 2,591 259 2,59 25 2,5 2,

Resumen Este artículo presenta los resultados del Observatorio Latinoamericano de Indicadores de eVAluación (OLIVA), que buscar visibilizar y promover la valoración de la producción científica indexada en América Latina y el Caribe. Se aborda la producción publicada en acceso abierto e indexada en SciELO y Redalyc, a partir de la construcción de una base de datos consolidada y que incluye información de 1.720 revistas (de 15 países), 908.982 documentos y 2.591.704 autores/as. Se analiza la diversidad disciplinar de esta producción, así como las tendencias de la colaboración nacional, regional e internacional. También, sólo para el caso de Brasil y de SciELO, se analiza la colaboración intra-nacional. Los resultados arrojan un predominio de revistas diamante, de instituciones editoras universitarias y de formas de circulación multiescalar. Estos rasgos, así como la diversidad lingüística y disciplinar, pueden contribuir de modo eficaz a las necesidades de la comunicación científica en tiempos de ciencia abierta. OLIVA, OLIVA , (OLIVA) Caribe Redalyc 1720 1 720 1.72 países, países países) 908982 908 982 908.98 2591704 2 591 704 2.591.70 autoresas autores as autores/as nacional internacional También intranacional. intranacional intra nacional. intra-nacional diamante multiescalar rasgos abierta (OLIVA 172 72 1.7 90898 90 98 908.9 259170 59 70 2.591.7 17 7 1. 9089 9 908. 25917 5 2.591. 2591 2.591 259 2.59 25 2.5 2.

ABSTRACT Purpose Due to the pandemic of the Covid-19 disease, it became common to wear masks on some public spaces. By covering mouth and nose, visual-related speech cues are greatly reduced, while the auditory signal is both distorted and attenuated. The present study aimed to analyze the multisensory effects of mask wearing on speech intelligibility and the differences in these effects between participants who spoke 1, 2 and 3 languages. Methods The study consisted of the presentation of sentences from the SPIN test to 40 participants. Participants were asked to report the perceived sentences. There were four conditions: auditory with mask; audiovisual with mask; auditory without mask; audiovisual without mask. Two sessions were conducted, one week apart, each with the same stimuli but with a different signal-to-noise ratio. Results Results demonstrated that the use of the mask decreased speech intelligibility, both due to a decrease in the quality of auditory stimuli and due to the loss of visual information. Signal-to-noise ratio largely affects speech intelligibility and higher ratios are needed in mask-wearing conditions to obtain any degree of intelligibility. Those who speak more than one language are less affected by mask wearing, as are younger listeners. Conclusion Wearing a facial mask reduces speech intelligibility, both due to visual and auditory factors. Older people and people who only speak one language are affected the most. Covid19 Covid 19 Covid-1 disease spaces nose visualrelated related reduced attenuated 1 languages 4 conducted apart signaltonoise noise information Signaltonoise Signal maskwearing listeners factors most Covid1 Covid-

RESUMO Objetivo Devido à pandemia da doença Covid-19, o uso de máscaras em espaços públicos tornou-se comum. Ao cobrir a boca e o nariz, reduzem-se amplamente as pistas visuais associadas à fala, assim como se distorce e atenua o sinal auditivo. Este estudo teve como objetivo analisar os efeitos multissensoriais do uso da máscara na percepção da fala e a diferença entre participantes falantes de uma, duas ou três línguas. Método Este estudo consistiu na apresentação de frases do SPIN teste a 40 participantes. Os participantes tinham como tarefa reportar as frases percebidas em quatro condições: Auditiva com máscara, audiovisual com máscara, auditiva sem máscara, audiovisual sem máscara. Conduziram-se duas sessões, com uma semana de intervalo, cada uma com os mesmos estímulos mas com diferente relação sinal-ruído. Resultados Os resultados demonstraram que o uso de máscara reduz a inteligibilidade da fala, tanto devido à diminuição da qualidade do estímulo auditivo, como devido à perda de informação visual. A relação sinal-ruído afeta a inteligibilidade e com o uso de máscara são necessárias relações mais altas para obter qualquer identificação correta. Aqueles que falam mais do que uma língua, assim como os mais novos, são menos afetados na percepção de fala com uso de máscara. Conclusão O uso de máscara facial reduz a inteligibilidade da fala, tanto devido a fatores visuais como auditivos. Indivíduos monolíngues, assim como os mais velhos, são os mais afetados nesta tarefa. Covid19, Covid19 Covid 19, 19 Covid-19 tornouse tornou comum nariz reduzemse reduzem auditivo línguas 4 condições Conduziramse Conduziram sessões intervalo sinalruído. sinalruído ruído. ruído visual correta língua novos auditivos monolíngues velhos Covid1 1 Covid-1 Covid-

Resumen Este trabajo aborda la cuestión de las fronteras políticas en las políticas lingüísticas, especialmente en relación con el multilingüismo, la traducción y el inglés como lengua franca (ELF) en entornos institucionales. El estudio tiene como objetivo analizar una perspectiva plurilingüe y de multialfabetización más amplia, partiendo de las conceptualizaciones propuestas por Aronin y Politis (2015), Moita Lopes (2008) y Climent-Ferrando (2016), sobre una filosofía del multilingüismo, sobre la epistemología de las fronteras y sobre las políticas multilingües de la Unión Europea, respectivamente. El análisis se basa en literatura reciente sobre estos temas, centrándose en contextos lingüísticos en entornos institucionales. Como resultado, el estudio ha demostrado cómo las políticas de multilingüismo y de traducción implican innegablemente motivaciones políticas, culturales y económicas. El uso del ELF tiende a ser cada vez más híbrido, también influenciado por otras lenguas, más allá de los contextos específicos del Estado nacional. Además, el multilingüismo se convierte en un factor crucial para promover la cooperación y la tolerancia entre las diversas poblaciones del mundo. lingüísticas (ELF institucionales amplia 2015, 2015 , (2015) 2008 (2008 ClimentFerrando Climent Ferrando 2016, 2016 (2016) Europea respectivamente temas resultado económicas híbrido lenguas nacional Además mundo 201 (2015 200 (200 (2016 20 (201 (20 2 (2 (

Abstract This essay approaches the issue of political boundaries in language policies, particularly concerning multilingualism, translation, and English as a Lingua Franca (ELF) in institutional settings. The study aims to analyze a broader multilingual and multiliteracy perspective stemming from Aronin and Politis’ (2015), Moita Lopes’ (2008), and Climent-Ferrando’s conceptualizations on a philosophy of multilingualism, on border epistemology, and multilingual European Union policies, respectively. We base the analysis on recent literature on these themes, focusing on linguistic contexts in institutional settings. The study shows how multilingualism and translation policies undeniably entail political, cultural, and economic motivations. The use of EFL tends to be increasingly hybrid, also influenced by other languages, beyond specific contexts of the national state. Furthermore, multilingualism crucially promotes cooperation and tolerance among the world’s diverse populations. ELF (ELF settings Politis 2015, 2015 , (2015) Lopes 2008, 2008 (2008) ClimentFerrandos Climent Ferrando s epistemology respectively themes cultural motivations hybrid languages state Furthermore worlds world populations 201 (2015 200 (2008 20 (201 (200 2 (20 (2 (

Resumo Este trabalho aborda a questão das fronteiras políticas nas políticas linguísticas, nomeadamente em relação ao multilinguismo, à tradução e ao inglês como língua franca (ELF) em ambientes institucionais. O estudo se propõe a analisar uma perspectiva plurilíngue e de multiletramentos mais ampla, partindo das conceituações propostas por Aronin e Politis (2015), Moita Lopes (2008) e Climent-Ferrando (2016), sobre uma filosofia do multilinguismo, sobre a epistemologia das fronteiras e sobre as políticas multilíngues da União Europeia, respectivamente. A análise é baseada em literatura recente sobre esses temas, centrando-se em contextos linguísticos em ambientes institucionais. Como resultado, o estudo demonstrou como políticas de multilinguismo e de tradução inegavelmente implicam motivações políticas, culturais e econômicas. O uso do EFL tende a ser cada vez mais híbrido, também influenciado por outras línguas, para além dos contextos específicos do Estado nacional. Além disso, o multilinguismo torna-se um fator crucial para promover a cooperação e a tolerância entre as diversas populações do mundo. linguísticas ELF (ELF institucionais ampla 2015, 2015 , (2015) 2008 (2008 ClimentFerrando Climent Ferrando 2016, 2016 (2016) Europeia respectivamente temas centrandose centrando resultado econômicas híbrido línguas nacional disso tornase torna mundo 201 (2015 200 (200 (2016 20 (201 (20 2 (2 (

RESUMO Objetivo: comparar as habilidades do processamento auditivo temporal (ordenação temporal) e do processamento fonológico em sujeitos bilíngues e monolíngues. Métodos: participaram 100 estudantes universitários (graduação e pós-graduação) divididos em Grupo Bilíngue (GB n=50) e Grupo Monolíngue (GM n=50). As habilidades do Processamento Fonológico (consciência fonológica, memória de trabalho - alça fonológica e acesso rápido ao léxico) e habilidades temporais do Processamento Auditivo (testes de Padrão de Frequência e Padrão de Duração) dos dois grupos, foram avaliadas. Foi utilizado, para análise estatística, o teste de Mann-Whitney (p=0,05). Resultados: observou-se melhor desempenho do GB em tarefas de consciência fonológica e memória de trabalho fonológica - repetição de não-palavras, em tarefas de nomeação rápida, exceto para nomeação de cores, e melhor desempenho nos dois testes de processamento auditivo, comparado com o desempenho do GM. Conclusão: indivíduos bilíngues apresentam melhor desempenho em testes fonológicos e auditivos. Essas habilidades favorecem a identificação e discriminação de variações na fonologia de ambos os idiomas, influenciando seu desempenho. Objetivo ordenação monolíngues Métodos 10 graduação pósgraduação pós pós-graduação n=50 n50 n 50 GM n=50. . léxico Duração grupos avaliadas utilizado estatística MannWhitney Mann Whitney p=0,05. p005 p p=0,05 0 05 (p=0,05) Resultados observouse observou se nãopalavras, nãopalavras não palavras, palavras não-palavras rápida cores Conclusão auditivos idiomas 1 n=5 n5 5 p00 p=0,0 (p=0,05 n= p0 p=0, (p=0,0 p=0 (p=0, p= (p=0 (p= (p

ABSTRACT Purpose: to compare temporal auditory processing (temporal ordering) and phonological processing skills in bilingual and monolingual subjects. Methods: 100 undergraduate and postgraduate university students divided into a bilingual group (BG; n = 50) and a monolingual group (MG; n = 50). The study assessed the two groups’ phonological processing skills (phonological awareness, working memory - phonological loop, and rapid lexicon access) and temporal auditory processing skills (Frequency Pattern and Duration Pattern Tests). The Mann-Whitney test (p = 0.05) was used for statistical analysis. Results: BG performed better than MG in phonological awareness and phonological working memory tasks - nonword repetition and rapid naming tasks, except for color naming, and the two auditory processing tests. Conclusion: Bilinguals performed better on phonological and auditory tests. These skills help them identify and discriminate variations in the phonology of both languages, influencing their performance. Purpose ordering subjects Methods 10 (BG 50 (MG 50. . groups loop access Frequency Tests. Tests Tests) MannWhitney Mann Whitney p 0.05 005 0 05 analysis Results tests Conclusion languages performance 1 5 0.0 00 0.

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.

Translanguaging is an approach to language aimed at promoting diversity and plurality of languages in the classroom. In this approach, students are taught in two or more languages, and literature suggests that they tend to participate more in the classroom when concepts are explained in their mother tongue. However, higher learning institutions in most countries, including Lesotho, still practise a colonial monoglossic language approach in the classroom wherein native languages are not included as languages of instruction alongside colonial languages. Therefore, I believe that pedagogical translanguaging can serve as a useful strategy to curb the hegemony of colonial monoglossic ideologies that prohibit the use of African languages in the classroom. This study adopted a qualitative approach confined within a case study design. Data were collected through face-to-face interviews with three lecturers and focus group discussions with 60 students. Findings reveal that pedagogical translanguaging is an effective approach because it can promote social justice and plurality of languages in the classroom. The study thus recommends that minority African languages be included as languages of instruction as well, alongside the English language.

BACKGROUND: Language discussions have historically focused on the power dynamics between dominant and indigenous languages. This has generated discontent and contention on which language should rule the educational sector. The national language policy of South Africa mandates the use of all languages in the educational system. Even though there are 12 recognised languages, English is preferred in education circles. This ignores the research that demonstrates the advantages of speaking one's native language, especially in the early years of schooling AIM: This study was conducted to determine how preschool practitioners assist the language development of learners in multilingual classrooms SETTING: Six early childhood education (ECE) practitioners from three preschools in Mamelodi township, South Africa were selected, based on choosing English as the language of communication, in multilingual classrooms in peri-urban areas METHODS: A qualitative approach and a case study research design were employed. It focused on purposive sampling of practitioners from three preschools in Mamelodi where the medium of communication was English. Interviews, observations, casual conversations and document and visual data analysis were data collection tools. A questionnaire was used to gather the geographical information of the participants. A fusion of the Bakhtinian philosophy of dialogism and social justice theory underpinned the study RESULTS: The results showed that despite English in their schools as a medium of instruction, practitioners used predominating home languages to assure understanding. This translanguaging approach was commonly used in every school. Learning in a single language was challenging because of diverse languages, hence the use of English First Additional Language CONCLUSION: To promote language acquisition in multilingual preschools, translanguaging ought to be promoted CONTRIBUTION: This study proposes that early childhood teacher preparation programs ought to promote multilingualism by employing translanguaging strategies as a study unit

Resumen El objetivo del artículo es recuperar experiencias del profesorado de escuelas primarias ubicadas en Chiapas, México, en la planeación y ejecución de acciones educativas que respondan a problemas que enfrentan y definir las rutas a seguir en la construcción de aprendizajes significativos para sus estudiantes y las comunidades en la que están insertos. Los resultados proceden de una investigación cualitativa participativa en la que colaboraron 386 profesores, entre marzo de 2017 y enero de 2020, involucrados en talleres, grupos de discusión, encuestas, entrevistas y observaciones in situ. Mediante reflexión-acción diseñaron estrategias de enseñanza y aprendizaje agrupadas en cuatro categorías emergentes (formación docente, contexto multilingüe, vínculo escuela-comunidad y currículo desacoplado), que evidencian la necesidad de adecuar el currículo oficial a las condiciones regionales de las escuelas. El artículo devela la importancia del pensamiento práctico del profesorado para generar aprendizajes en contextos escolares marcados por la diversidad lingüística, la precariedad económica y la existencia de conflictos sociales de diversa índole que, sumados a la imposición del currículo estandarizado nacional, dificultan la tarea educativa. El proceso de investigación muestra que la construcción de currículos regionales es un proceso pausado y dificultado porque rompe modelos predominantes de formación y evaluación del profesorado.

Abstract This paper aims to recover the experiences of elementary school teachers from Chiapas, Mexico, in the planning and execution of educational actions that respond to issues they face and in defining the routes to follow in the construction of meaningful learning for their students and the communities in which they are embedded. The results come from participatory qualitative research in which 386 teachers collaborated between March 2017 and January 2020. The authors gathered information from workshops, discussion groups, surveys, interviews, and on-site observations. Through a process of reflection-action, the authors designed teaching and learning strategies grouped into four emerging categories (teacher training, multilingual context, school-community links, and uncoupled curricula) that show the need to adapt the official curriculum to the regional conditions and needs of the schools. The paper reveals the importance of teachers' practical thinking to generate learning in school contexts marked by linguistic diversity, economic precariousness, and various social conflicts that, added to the imposition of the nationally standardized curriculum, hinder the educational task. The research process shows that the construction of regional curricula is a slow process that presents many difficulties because it breaks with the prevailing models of teacher training and evaluation.

Zusammenfassung Zweisprachige und mehrsprachige Menschen stoßen in ihren verschiedenen Sprachen häufig auf Wörter, die einige linguistische Aspekte gemeinsam haben. Dazu gehören interlingualen Homographen, d.h. Wörter, die sich in zwei unterschiedlichen Sprachen durch genau dieselbe Orthographie auszeichnen. In der vorliegenden Studie wurde anhand einer semantischen Beurteilungsaufgabe in Englisch mit ERP-Aufzeichnung untersucht, wie mehrsprachige Personen (Sprecher des brasilianischen Portugiesisch, des Englischen und des Deutschen) im Vergleich zu einer Kontrollgruppe von brasilianischen Portugiesisch-Englisch-Zweisprachigen auf die Bedeutung von interlingualen Homographen zugreifen, die zu ihrer dominanten und nicht-dominanten Fremdsprache gehören. Die Ergebnisse zeigten, dass mehrsprachige Personen im Vergleich zu den Kontrollstimuli (keine Homographen) langsamer auf die interlingualen Homographen Englisch-Deutsch reagierten. Die Ergebnisse zeigten auch, dass, wenn die interlingualen Homographen semantisch mit ihren Zielen in der Nicht-Zielsprache verwandt waren, signifikant mehr Fehler und eine höhere RT auftraten als in nicht verwandten Bedingungen. Darüber hinaus zeigten nur die Bilingualen den typischen N400-Effekt für nicht verwandte Bedingungen, was darauf hindeutet, dass die Koaktivierung der Nicht-Zielsprache durch interlinguale Homographen diese ERP in der mehrsprachigen Gruppe modulierte. Unsere Ergebnisse stützen das Bilingual Interactive Activation plus Modell und legen nahe, dass die Literaturergebnisse zur Interferenz zwischen Erst- und Zweitsprache auch für die Zweit- und Drittsprache gelten. Wörter haben dh d h d.h auszeichnen ERPAufzeichnung Aufzeichnung untersucht Sprecher Portugiesisch Deutschen PortugiesischEnglischZweisprachigen Zweisprachigen zugreifen nichtdominanten keine EnglischDeutsch Deutsch reagierten NichtZielsprache Nicht Zielsprache waren Bedingungen N400Effekt NEffekt N400 Effekt N hindeutet modulierte nahe Erst Zweit gelten N40 N4

Abstract Bilinguals and multilinguals commonly encounter words in their multiple languages which share some linguistic aspects. Among those are interlingual homographs, or words that have the exact same orthography in two different languages. The current study examined, through a semantic judgment task in English with ERP recording, how multilinguals (speakers of Brazilian Portuguese, English and German) accessed the meanings of interlingual homographs that belonged to their dominant and non-dominant foreign languages compared to a control group of Brazilian Portuguese-English bilinguals. The findings demonstrated that multilinguals were slower to respond to the English-German interlingual homographs as compared to control stimuli (no homographs). The results also demonstrated that, when the interlingual homographs were semantically related to their targets in the non-target language, there were significantly more errors and a higher RT than in unrelated conditions. Additionally, only the bilinguals presented the typical N400 effect for unrelated conditions, suggesting that the co-activation of the non-target language due to interlingual homographs modulated this ERP in the multilingual group. Our results provide support for the Bilingual Interactive Activation plus model and suggest that literature findings on interference between first and second languages also hold for second and third languages. aspects examined recording speakers Portuguese German nondominant non PortugueseEnglish EnglishGerman no homographs. . homographs) nontarget target conditions Additionally N N40 coactivation co activation N4

Zusammenfassung Im vorliegenden Artikel wird anhand eines spontansprachlichen Korpus bilingualer Sprecher ein sprachliches Phänomen im brasilianischen Hunsrückischen genauer betrachtet: die Negation. Die Negation ist insofern linguistisch interessant, als sie in den beiden involvierten Kontaktvarietäten (deutsche Minderheitensprache, brasilianisches Portugiesisch (BP)) unterschiedlich ausgeprägt ist. Von Interesse ist insbesondere die Stellung des Negationswortes in Hinblick auf das finite Verb und das direkte Objekt sowie die Frage, ob zwei Negationselemente in einem Satz vorkommen können, ohne dass die negative Interpretation des Satzes sich in eine Affirmation wandelt (Negative Concord). Ziel der Analyse ist es, mögliche Sprachkontaktphänomene und sprachkontaktbedingten Wandel zu identifizieren. Es wird geschlussfolgert, dass die Negation im Hunsrückischen sehr stabil ist und deutschen Wortstellungsmustern folgt. Diese grammatische Stabilität beruht auf dem regelmäßigen Gebrauch des Dialekts. Dennoch finden sich wie im BP Phänomene von Negative Concord, das im Standarddeutschen nicht in gleicher Weise möglich ist. Im Gegensatz zum brasilianischen Portugiesischen handelt es sich allerdings nicht um ein kategorisches, sondern um ein variables Phänomen, das in ähnlicher Weise in anderen deutschen Dialekten existiert bzw. existierte. betrachtet interessant deutsche Minderheitensprache (BP) Frage können Concord. Concord . Concord) identifizieren geschlussfolgert folgt Dialekts kategorisches bzw existierte (BP

Abstract Based on a corpus of spontaneous speech production of bilingual speakers, the present paper investigates the properties of negation in Brazilian Hunsrückisch. Focussing on negation is interesting from a linguistic perspective because this linguistic phenomenon is very differently realized in the two contact varieties involved (German variety, Brazilian Portuguese (BP)). We focus on the position of the negation marker vis-á-vis the finite verb and direct object and on the question whether two negation words can occur within one and the same sentence without turning it into an affirmative proposition (Negative Concord). The aim of our analysis is to identify potential areas of contact-induced language change and cross-linguistic influence. The results show that negation is a very stable phenomenon in Hunsrückisch and follows German word order patterns. This stability is a result of the constant use of the dialect. Nevertheless, we find phenomena of Negative Concord which are similar to BP but not grammatical in Standard German. In contrast to BP, Negative Concord with negated objects is not a categorical but a variable phenomenon which also exists or existed in other German dialects. speakers variety BP. . (BP)) visávis vis á Concord. Concord) contactinduced induced crosslinguistic cross influence patterns dialect Nevertheless dialects (BP) (BP

Resumo Com base num corpus de produção de fala espontânea de falantes bilingues, o presente trabalho investiga as propriedades da negação em hunsruquiano brasileiro. O foco na negação é interessante do ponto de vista linguístico, porque este fenómeno linguístico é realizado de forma muito diferente nas duas variedades de contacto envolvidas (variedade alemã, português brasileiro (PB)). Centramo-nos na posição do marcador de negação em relação ao verbo finito e ao objecto directo e na questão de saber se dois elementos de negação podem ocorrer dentro de uma mesma frase sem a transformar numa afirmação (Concordância Negativa). O objetivo da nossa análise é identificar potenciais áreas de mudança linguística induzida pelo contato linguístico e por transferência linguística. Os resultados mostram que a negação é um fenómeno muito estável em hunsruquiano e segue os padrões de ordem das palavras do alemão. Esta estabilidade é o resultado do uso constante do dialeto. No entanto, encontramos fenómenos de Concordância Negativa que são semelhantes ao PB, mas agramaticais em alemão padrão. Em contraste com o PB, em alemão, a Concordância Negativa com objetos negados não é um fenómeno categórico, mas variável, o qual também existe ou existiu noutros dialetos alemães. bilingues variedade alemã PB. PB . (PB)) Centramonos Centramo nos Negativa. Negativa) dialeto entanto padrão categórico variável alemães (PB) (PB

ABSTRACT Trans/plurilingual theory and pedagogies have been generating extensive attention within global English language teaching and teacher education. This article responds to the burgeoning area of trans/plurilingual pedagogies, outlining diverse pedagogical practices and perspectives from a group of English language educators at a large, cosmopolitan Canadian university. Considering recent assertions that there are onto-epistemological differences between multilingualism, plurilingualism, and translingualism, this article looks to demonstrate how (or even if) these differences manifest in the pedagogical practices of diverse faculty within the same language teaching and teacher education programs. Drawing on multiethnographic data, this article concludes with a discussion of the potential and limitations of critical pedagogies, the affordances of multiethnography as an accessible methodology for use by researchers and pedagogues, and a call for greater bi-directional knowledge flow between language researchers and classroom instructors. Transplurilingual Trans plurilingual transplurilingual trans large university ontoepistemological onto epistemological multilingualism plurilingualism translingualism or if programs data pedagogues bidirectional bi directional instructors

RESUMO A teoria e as pedagogias trans/plurilíngues têm gerado uma atenção extensiva dentro do ensino global da língua inglesa e formação de professores. Este artigo responde à crescente área de pedagogias trans/plurilíngues, esboçando diversas práticas e perspectivas pedagógicas de um grupo de educadores de língua inglesa em uma grande e cosmopolita universidade canadense. Tomando como ponto de partida a afirmação recente de que existem diferenças epistemológicas entre multilinguismo, plurilinguismo e translinguismo, este artigo procura demonstrar como (ou mesmo se) essas diferenças se manifestam nas práticas pedagógicas de diversos docentes dentro de um mesmo programa de ensino de línguas e de formação de professores. Este artigo conclui com uma discussão sobre o potencial e as limitações das pedagogias “críticas”, as possibilidades da multietnografia como uma metodologia acessível para uso por pesquisadores e pedagogos, e um apelo para um maior fluxo de conhecimento bidirecional entre pesquisadores de idiomas e instrutores de sala de aula. transplurilíngues trans plurilíngues professores canadense multilinguismo translinguismo ou críticas, críticas , “críticas” pedagogos aula “críticas

ABSTRACT Purpose Student clinicians (graduates and undergraduates) in speech-language pathology deal with various multilingual issues while providing clinical services to individuals with language impairments. This study explores the attitudes and practices of undergraduate and graduate speech-language pathology students in India towards multilingualism and handling these issues. Methods One hundred and twenty-eight students (71 graduates and 57 undergraduates) participated in the study. Phase 1 of the study included the development of a questionnaire to explore the attitudes and practices of student clinicians in speech-language pathology. The questionnaire was converted into an online survey in Phase 2. Phase 3 comprised data and statistical analysis to summarize and interpret collected data. Results Graduate and undergraduate students significantly differed in their attitudes and perception toward multilingual issues (p<0.05). Most clinicians demanded a change in the current views on assessment/intervention, considering the linguistic background of the patient/caregivers. Other issues surrounding multilingualism included parents' education levels, lack of sufficient assessment tools, unavailability of translators/interpreters, and poor linguistic competency of clinicians. Conclusion These findings assist academic programs in planning and developing modules to aid students in handling the major multilingual issues encountered during clinical interactions. undergraduates speechlanguage speech impairments twentyeight twenty eight 71 (7 5 2 p<0.05. p005 p p<0.05 . 0 05 (p<0.05) assessmentintervention intervention assessment/intervention patientcaregivers patient caregivers patient/caregivers parents levels tools translatorsinterpreters translators interpreters translators/interpreters interactions 7 ( p00 p<0.0 (p<0.05 p0 p<0. (p<0.0 p<0 (p<0. p< (p<0 (p< (p