Abstract This study analyses “Lenguaje vulgar, familiar y folklórico de Chile y Nicaragua” (1928), a hidden comparative glossary published by Anselmo Fletes Bolaños in Revista chilena de Historia y Geografía. Firstly, the context and the biography of the author are presented, followed by a deep comparative study between the variety Chilean and Nicaraguan. Finally, the glossary is valued like a rare comparative material, which doesn’t have normative Spanish as a reference, but it is based on the comparison of two Latin American languages.

Resumen El presente artículo estudia el “Lenguaje vulgar, familiar y folklórico de Chile y Nicaragua” (1928), glosario escondido y comparativo publicado en la Revista chilena de Historia y Geografía por el nicaragüense Anselmo Fletes Bolaños. Tras describir el contexto del momento en el que se publica la obra, así como el periplo vital del autor y su relación con el folclorismo hispanoamericano, se examina el repertorio y se clasifican los lemas introducidos en función del grado de semejanza y disimilitud entre la variedad chilena y nicaragüense. Finalmente, se dota de valor al corpus estudiado, pues se considera un material comparativo poco común, que no tiene como referencia al español peninsular, sino que parte de la comparación de dos variedades lingüísticas hispanoamericanas.

Abstract: Intragenetic Typology focuses its interest on the analysis of properties that are observed in genetically related languages to explain processes of diachronic linguistic change that manifest themselves without trying to develop proposals for historical reconstruction. The analysis of the comparative constructions in Uto-Aztecan languages that are still spoken in the northwestern region of Mexico, Pima Bajo, Tarahumara, Guarijío, Northern Tepehuan, and Yaqui, allows us to show the variety of types of comparative clauses that occur in these languages and to claim in favor of the different grammaticalization paths that give rise to the marker of the standard of comparison, that is, the key operator that contrasts the topic of comparison with the standard of comparison.

Resumen: La Tipología intragenética centra su interés en el análisis de propiedades que se observan en lenguas genéticamente emparentadas para explicar procesos de cambio lingüístico diacrónico que se manifiestan en ellas sin pretender desarrollar propuestas de reconstrucción histórica. El análisis de las construcciones comparativas en lenguas yuto-aztecas que aún se hablan en la región noroeste de México, pima bajo, tarahumara, guarijío, tepehuano del norte y yaqui, permite mostrar la variedad de tipos de cláusulas comparativas que ocurren en estas lenguas y a partir de ellas proponer las distintas etapas de gramaticalización que dan lugar al surgimiento del marcador del estándar de comparación, dígase el operador clave que contrasta al tópico de la comparación con el estándar de la comparación.

Abstract: In this paper we analyze several laws that are framed into the so-called cultural policies of the Province of Chaco (Argentina). We relied primarily on Cultural Studies and related theoretical approaches. Specifically, we are concerned about language that includes a distinctive otherness: the indigenous peoples. We argue that public discourse, which is reflected in a variety of laws, refers to indigenous peoples in terms of radical “othering”. We inquire whether this language, which constantly refers to otherness through exoticization, is a potential threat to the same diversity that it claims to promote. While it emphasizes the existence of “three ethnic groups” in the province, it invisibilizes other groups that do not share the standard stereotypical features of indigenousness. We will focus on two issues: the invisibilization produced by the “othering” and the obsession with registration and patrimonialization of cultural expressions. Based on our solid assumption about the political character of languages, we conclude with a critical review of multiculturalism as a discursive formation in provincial laws that refer to or denote the “culture” of local aboriginal peoples.

Resumen: Inspirados fundamentalmente en los estudios culturales y corrientes teóricas afines, hacemos un recorrido general por algunas leyes que se enmarcan en las llamadas políticas culturales en la provincia de Chaco (Argentina). Nos interesa analizar, puntualmente, el lenguaje que refiere a una forma especial de alteridad: los pueblos indígenas. Entendemos que el discurso estatal que se plasma en diversas leyes refiere a los pueblos originarios desde una perspectiva de la “otrerización” radical. Nos preguntamos si este lenguaje, que refiere a la alteridad siempre desde la exotización, no es una amenaza para la propia diversidad que pretende reivindicar, ya que -mientras destaca la existencia de “tres etnias” en la provincia- invisibiliza otros grupos menos coincidentes con los aspectos estereotipados de lo indígena. Nos centramos en dos tópicos principales: la invisibilización que produce la otrerización y la obsesión por el registro y la patrimonialización. Con la firme convicción del carácter político de los lenguajes, concluimos con una revisión crítica del multiculturalismo como formación discursiva a través de las leyes provinciales que hablan, refieren o denotan a la “cultura” de los pueblos originarios locales.

In the course of the past three decades, the concept of "plain language" has garnered increasing attention. Recent developments have further solidified this field, given the International Federation for Plain Language's definition of plain language, as well as the introduction of an ISO (International Organisation for Standardisation) Standard for plain language in 2023. These milestones suggest that plain language is set to play a more significant role in public communication. The International Federation for Plain Language defines plain language as communication in which the wording, structure, and design are so clear that the target audience can effortlessly find, understand, and use the information they need. However, this definition has faced criticism for its vagueness. In an effort to refine the definition, the ISO Plain Language Standard was introduced. It includes four governing principles: 1) Readers get the information they need; 2) Readers can easily find what they need; 3) Readers can easily understand what they find; and 4) Readers can easily use the information. Both the definitions of the ISO Standard and the International Federation for Plain Language concentrate on the understandability and usability of information in creating effective plain language documents. In this article, I argue that alongside understandability and usability, user experience should be considered as a third measurable element of success in plain language documents. Although existing research primarily focuses on usability and understanding, it gives limited attention to user experience, whereas I argue that user experience is a crucial factor in the creation of successful plain language documents. More specifically, I explore in this article the preference of respondents for plain language techniques used in documents in an attempt to establish a connection between the user's experience of these techniques and the document's usability and understandability. I also delve into users' overall experience with plain language documents and assess whether there is a correlation between overall experience and users' perceptions of specific plain language techniques. I further analyse users'experiences with plain language techniques within specific contexts, namely the medical, legal, and financial domains, to determine if the context influences their experience. In addition, I investigate the relationship between users'experiences with plain language techniques and extratextual factors, such as qualification, income, home language, the variety of Afrikaans they speak, and their level of engagement with the document's content. This comprehensive analysis aims to clarify the role of user experience in the success of plain language documents and it potentially prompts a reconsideration of experience, in addition to understandability and usability, when creating successful plain language documents. The study employed a quantitative correlational research design to examine the relationship between respondents' experience of plain language techniques, understandability and usability, extratextual factors, and the contexts in which these documents are encountered. Data collection involved a questionnaire-based survey, with 506 respondents participating through convenience sampling. The survey was conducted on the SUNSurvey platform at Stellenbosch University and was shared across social media platforms such as Facebook, Instagram, and WhatsApp to target individuals matching specific population characteristics. Respondents read one of 18 selected plain language documents and answered questions about the documents. Extratextual information, such as respondents' highest qualification level, annual income, home language, the variety of Afrikaans they speak, and the frequency with which they were exposed to the context, were collected. Engagement with the selected document was measured using Likert-scale statements. To assess understanding of the documents, factual questions were included, and usability questions were asked if respondents received one of the six forms that were tested. Experience with the plain language documents was also measured by means of Likert-scale statements. Importantly, respondents'experiences with specific plain language techniques were assessed, allowing them to express their experience with said techniques. The results of the study regarding respondents'experience of the plain language techniques used reveal overwhelmingly positive feedback. The Likert-scale ratings indicated that respondents across various demographic groups had favourable impressions of plain language techniques. This suggests that these techniques not only enhance document usability and understandability but are also well-received by users. The analysis of relationships between different variables yields intriguing findings. While many comparisons did not show statistically significant correlations, the noteworthy results are those that did. When examining respondents 'experiences with plain language techniques in documents across three contexts, no statistically significant relationship could be established, indicating positive experiences with these techniques across all contexts without contextual influence. In terms of understanding, most comparisons revealed a positive relationship between the experience of plain language techniques and understanding. This implies that respondents with more positive experiences better understood the documents, aligning with existing research and suggesting that improved understanding leads to more positive experiences. However, for usability there was no statistically significant relationship between the experience of plain language techniques and document usability, indicating that the study could not establish a clear link between these two factors. When considering extratextual factors, few statistically significant relationships were found. Only the respondents' home language showed a significant relationship with their experience of plain language techniques, suggesting that Afrikaans speakers had more positive experiences. For other extratextual factors, namely qualification, income level, and variety of Afrikaans, there were no significant correlations. In conclusion, this study highlights that positive experiences of plain language techniques are associated with better understandability, emphasising the importance of user experience in creating successful plain language documents. The results are positive for document designers, as diverse groups of people had positive experiences with these techniques, making plain language a tool for improving interactions with public documentation. This study suggests that considering user experience is crucial in defining plain language beyond just usability and understandability.

Die definisies van sowel die International Federation for Plain Language as die ISO Gewone Taal Standaard beklemtoon dat verstaanbaarheid en bruikbaarheid noodsaaklik is vir die skep van optimale gewonetaaldokumente. In hierdie studie voer ek egter aan dat daar 'n derde meetbare element van gewonetaaldokumente is wat 'n effek op die sukses daarvan het, naamlik die manier waarop die verbruiker die gewonetaaldokumente ervaar. Vir hierdie studie is ' n kwantitatiewe korrelasionele navorsingsontwerp gebruik om die verhouding tussen respondente se ervaring, verstaanbaarheid, en bruikbaarheid van gewone-taaldokumente, asook respondente se persoonlike eienskappe, en die kontekste waarin die gewonetaaldokumente voorkom, te bepaal. Opnamenavorsing met 'n vraelys as die data-insamelingsinstrument is uitgevoer en 506 respondente het aan die studie deelgeneem. Die resultate van die studie dui daarop dat respondente oor die algemeen positiewe ervarings met gewonetaaltegnieke in dokumente gehad het. Verder is 'n sterk positiewe verhouding tussen die ervaring en die verstaanbaarheid van die gewonetaaldokumente gevind. Dit dui aan dat 'n positiewe ervaring tot 'n beter begrip van die dokumente bydra. Dit is egter nie die geval met bruikbaarheid nie, aangesien geen statisties beduidende verhouding hier gevind is nie. Wat betref buitetekstuele faktore, het slegs huistaal 'n statisties beduidende invloed op die ervaring van gewonetaaltegnieke gehad. Die resultate van hierdie studie dui dus daarop dat ervaring 'n belangrike faktor is in die sukses van gewonetaaldokumente, en gevolglik oorweeg moet word om ervaring as een van die elemente in die definisie van gewone taal in te sluit.

Resumen El taoísmo es una doctrina filosófica y religiosa arraigada profundamente en la cultura china. Fueron sacerdotes españoles quienes iniciaron el proceso de divulgación de ésta en el mundo hispano. No obstante, investigadores de otras nacionalidades continuaron dicha labor, con resultados dispares, puesto que no eran conscientes de la sinonimia y del significado real de los recursos alegóricos empleados por los autores chinos. Por otro lado, las traducciones indirectas han provocado un sinfín de malas interpretaciones que, en la actualidad, son subsanadas por medio de traslaciones directas del chino. El propósito de este artículo es dar a conocer la historia de la traducción del taoísmo a las lenguas occidentales en general, y al español en particular. De igual modo, se analiza la cantidad, la calidad y la variedad de los títulos publicados en el mundo hispano, aportando una visión general de los resultados alcanzados.

Abstract Taoism is a philosophical and religious doctrine deeply rooted in Chinese culture. Spanish priests initiated the process of dissemination of this doctrine in the Hispanic world. However, researchers of other nationalities continued this work, with mixed results, since they were not aware of the synonymy and the real meaning of the allegorical resources used by the Chinese authors. On the other hand, the indirect translations have caused an endless number of misinterpretations that, at present, are corrected through direct translations from Chinese. The purpose of this article is to present the history of the translation of Taoism into Western languages in general, and into Spanish in particular. It also analyzes the quantity, quality and variety of the titles published in the Spanish-speaking world, providing an overview of the results achieved.

ABSTRACT The objective of this paper is threefold: (i) to contribute to the discussion around the parameters of a syntactically ergative language, using the Generative Theory framework, (ii) to describe how verbs work in Bakairi, based on the distribution of the -aki and -tai paradigms, focusing on verbal diathesis and the selection of arguments internal to VP or allocated in vP, and (iii) to reaffirm the status of arguments internal to VP as canonical arguments versus the derived status of arguments with agent role. To this end, our analysis of the Bakairi language is based on a significant corpus resulting from seven field surveys carried out from 1984 to 1992, from three more recent surveys conducted from 2013 to 2018, and four most recent surveys, carried out between 2019 and 2023. All of these studies focus on the Bakairi variety spoken in the Pakuenra indigenous land. The main results are in line with the definition of a syntactically ergative language, as we are not dealing with nominal case marks, a fact that contributes to formally elucidating the types of alignment in natural languages, where the discussions on the notion of Case (lexical/inherent and structural) take place. threefold i (i framework ii (ii aki tai paradigms vP iii (iii role end 198 1992 201 2018 2023 land marks languages lexical/inherent lexicalinherent lexical inherent structural place 19 199 20 202 1 2

RESUMO Nossa análise com a língua Bakairi vem se sedimentando num corpus significativo resultante de sete pesquisas de campo, realizadas no período de 1984 a 1992, e quatro pesquisas mais recentes, realizadas entre 2019 a 2023. Todas as pesquisas tomam como foco a variedade de Bakairi falada na terra indígena Pakuenra. Dentro do enfoque da Teoria Gerativa, nosso trabalho busca investir na discussão em torno dos parâmetros de uma língua sintaticamente ergativa, perseguindo os seguintes objetivos (i) descrever o funcionamento dos verbos em Bakairi, a partir da distribuição dos paradigmas -aki e -tai, colocando em pauta a diátese verbal e a seleção de argumentos internos ao VP ou alocados em vP e (ii) reafirmar o status dos argumentos internos ao VP como argumentos canônicos versus o status derivados dos argumentos com papel de agente. Os principais resultados que temos alcançado vão ao encontro da definição de uma língua sintaticamente ergativa, uma vez que não estamos lidando com marcas nominais de caso, fato que vem contribuir para elucidar formalmente os tipos de alinhamento nas línguas naturais, âmbito onde se dão os debates sobre a noção de Caso (lexical/inerente e estrutural). campo 198 1992 recentes 201 2023 Pakuenra Gerativa ergativa i (i aki tai, tai -tai ii (ii agente caso naturais lexical/inerente lexicalinerente lexical inerente estrutural. estrutural . estrutural) 19 199 20 202 1 2

Abstract The aim of this article is to present and describe part of the process of developing didactic material for an online course aimed at teaching French as a foreign language using the Moodle virtual environment. The asynchronous course was developed over the course of a year as part of a pedagogical and linguistic training program for French trainees, with the participation of two trainee students from an extension center at a Brazilian federal university. To this end, the research is based on the theoretical-methodological framework of Sociodiscursive Interactionism ( Bronckart, 1999 , 2021 ) and especially regarding the use of textual genres in the teaching and learning of languages ( Dolz; Schneuwly, 1998 ; Schneuwly; Dolz, 2004 ). The material proposes activities on the Moodle platform aimed at contributing to the development of students’ language capacities ( Schneuwly; Dolz, 2004 ; Stutz; Cristovão, 2011 ), possibly transferable to other genres. The results point to the effectiveness of the Moodle virtual environment for language teaching and the respective development of interactional activities that make it possible to act in a foreign language, due to the variety of resources offered by the platform, which can meet the demands and diverse learning styles. trainees university end theoreticalmethodological theoretical methodological Bronckart 199 202 Dolz Schneuwly 200 . Stutz Cristovão 201 styles 19 20 1 2

Resumo Este artigo tem por objetivo apresentar um relato de experiência sobre o processo de elaboração de material didático para um curso online destinado ao ensino de francês como língua estrangeira por meio do ambiente virtual de aprendizagem Moodle. O curso, de natureza assíncrona, foi desenvolvido no quadro de uma formação pedagógica e linguística para estagiários de francês e teve a participação de dois alunos-estagiários bolsistas em um centro de extensão de uma universidade federal brasileira. O curso baseia-se nos pressupostos teórico-metodológicos propostos pelo Interacionismo Sociodiscursivo ( Bronckart, 1999 , 2021 ) e no uso de gêneros textuais para o ensino-aprendizagem de línguas estrangeiras ( Dolz; Schneuwly, 1998 ; Schneuwly; Dolz, 2004 ). O material desenvolvido foi organizado de forma a desenvolver atividades na plataforma Moodle que visam tanto a sensibilizar ao aprendizado do francês por meio dos gêneros textuais quanto a contribuir para o desenvolvimento de capacidades de linguagem ( Schneuwly; Dolz, 2004 ; Stutz; Cristovão, 2011 ) dos alunos, possivelmente transferíveis a outros gêneros. Os resultados, após a elaboração do curso, apontam para a eficácia do ambiente virtual Moodle para o ensino de línguas e o respectivo desenvolvimento de atividades interacionais que possibilitam o agir em língua estrangeira, em virtude da variedade de recursos oferecidos pela plataforma, podendo atender a demandas e a estilos diversos de aprendizagem. assíncrona alunosestagiários alunos brasileira baseiase baseia se teóricometodológicos teórico metodológicos Bronckart 199 202 ensinoaprendizagem Dolz Schneuwly 200 . Stutz Cristovão 201 resultados 19 20 1 2

Abstract Anglophone cultures have had extensive contact with other ethnic groups over the last 200 years and almost always from a position of dominance (Filmer, 2012). In English there are racial slurs for practically every race or ethnic group and swear words are commonly used in English TV dialogues. Translating swear words in movie subtitles pose a translation challenge, which has been studied by scholars such as Soler Pardo (2015), Ávila-Cabrera (2016), Beseghi (2016) and Díaz-Pérez (2020). This paper analyses the translation from English into Italian of wop, eyetie and goombah, three racist epithets used to refer to Italians or people of Italian origin. The data analyzed are taken from the English-Italian parallel corpus of OpenSubtitles (Lison & Tiedemann, 2016), a collection of parallel corpora made up of translated movie subtitles. English subtitles from a variety of movies including these racist epithets are retrieved, together with the corresponding Italian translations, using parallel concordance. The renditions are analyzed with the aim of identifying general trends in the use and in the translation of these racial slurs. In addition, renditions are divided according to moderating variables such as the languages spoken in the film, the film release date, the countries the film was shot in and the genres of the film, to test whether these variables have a significant impact on translation choices. 20 Filmer, Filmer (Filmer 2012. 2012 . 2012) dialogues challenge 2015, 2015 , (2015) ÁvilaCabrera Ávila Cabrera 2016, 2016 (2016 DíazPérez Díaz Pérez 2020. 2020 (2020) wop goombah origin EnglishItalian Lison Tiedemann 2016) retrieved translations concordance addition date choices 2 201 (2015 (201 202 (2020 (20 (202 (2 (

RESUMO: Transtorno do Déficit de Atenção com Hiperatividade (TDAH) é um transtorno do neurodesenvolvimento caracterizado por níveis prejudiciais de desatenção e/ou hiperatividade-impulsividade. Foram investigados resultados obtidos em pesquisas sobre impactos do TDAH ao adolescente e foi utilizada a recomendação PRISMA 2020. As bases de dados consultadas foram: APA PsycNet, Lilacs, Medline, PubMed Central, Scorpus, SciELO, a partir dos seguintes descritores: Transtorno do Déficit de Atenção e Hiperatividade, TDAH, Attention Deficit Hyperactivity Disorder, ADHD e Adolescente, Adolescentes, Adolescência, Adolescent, Teenager e Adolescence. Os critérios de inclusão foram: artigos publicados em periódicos entre janeiro de 2001 e janeiro de 2021, em português e inglês, completos e disponíveis online, estudos empíricos, revisados por pares, terem adolescentes como participantes e apresentarem no título, resumo ou corpo do texto os descritores referidos. Os dados foram tratados e organizados conforme check list (recomendação PRISMA 2020). Análises estatísticas descritivas foram realizadas com o Excel 2019. Para apresentar os resultados, utilizaram-se o fluxograma PRISMA, quadro e figuras. Incluíram-se 68 artigos que apontaram variedade de impactos negativos ao desenvolvimento do adolescente nas áreas sociais/relacionais, comportamentais, biológicas, neurológicas, cognitivas, psicológicas e psicopatológicas. Possível limitação desta revisão pode ser a não inclusão de artigos em outros idiomas, além do inglês e português. Os resultados sugerem multidimensionalidade dos impactos do TDAH ao adolescente, requerendo abordagem pluridimensional para evitar cronicidade, reduzindo seus efeitos ao desenvolvimento. RESUMO (TDAH eou hiperatividadeimpulsividade. hiperatividadeimpulsividade hiperatividade impulsividade. impulsividade hiperatividade-impulsividade 2020 PsycNet Lilacs Medline Central Scorpus SciELO Disorder Adolescente Adolescentes Adolescência Adolescent Adolescence 200 2021 online empíricos pares título referidos . 2020) 2019 utilizaramse utilizaram se figuras Incluíramse Incluíram 6 sociaisrelacionais sociais relacionais sociais/relacionais comportamentais biológicas neurológicas cognitivas psicopatológicas idiomas cronicidade 202 20 201 2

ABSTRACT: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by harmful levels of inattention and/or hyperactivity-impulsivity. Results obtained from research on the impact of ADHD on adolescents were investigated and the PRISMA 2020 recommendation was used. The databases consulted: were APA PsycNet, Lilacs, Medline, PubMed Central, Scorpus, SciELO, from the following descriptors: Transtorno do Déficit de Atenção e Hiperatividade, TDAH, Attention Deficit Hyperactivity Disorder, ADHD and Adolescente, Adolescentes, Adolescência, Adolescent, Teenager and Adolescence. The inclusion criteria were: articles published in journals between January 2001 and January 2021, in Portuguese and English, complete and available online, empirical studies, peer reviewed, with adolescents as participants and presenting in the title, abstract or body of the text the referred descriptors. The data were processed and organized according to the check list (PRISMA 2020 recommendation). Descriptive statistical analyzes were performed using Excel 2019. The PRISMA flowchart, table and figures were used to present the results. Sixty-eight articles were included that pointed to a variety of negative impacts on adolescent development in the social/relational, behavioral, biological, neurological, cognitive, psychological and psychopathological areas. A possible limitation of this review may be the non-inclusion of articles in languages other than English and Portuguese. The results suggest the multidimensionality of the impacts of ADHD on adolescents, requiring a multidimensional approach to avoid chronicity, reducing its effects on development. ABSTRACT (ADHD andor hyperactivityimpulsivity. hyperactivityimpulsivity hyperactivity impulsivity. impulsivity hyperactivity-impulsivity 202 consulted PsycNet Lilacs Medline Central Scorpus SciELO descriptors Hiperatividade TDAH Adolescente Adolescentes Adolescência Adolescent Adolescence 200 2021 online studies reviewed title recommendation. . recommendation) 2019 flowchart Sixtyeight Sixty eight socialrelational social relational social/relational behavioral biological neurological cognitive areas noninclusion non chronicity 20 201 2

Resumen Objetivos: Evaluar la efectividad del programa de mantenimiento con opioides en el tratamiento de su dependencia en prisiones españolas. Material y método: Se realizó una revisión bibliográfica narrativa en las siguientes bases de datos: PubMed, Cochrane, IBECS, LILACS y HealthCare. Se eligieron preferentemente todos aquellos ensayos clínicos, así como artículos de revisión sistemática y algún artículo que se consideró relevante por su contenido. El periodo de tiempo se limitó entre enero de 2011 y noviembre de 2021. El idioma de búsqueda fue: inglés, español y catalán. Se rechazaron los artículos repetidos y los que no tuvieron rela- ción con los objetivos. Los criterios de búsqueda fueron: methadone AND prisons; opiate substitution treatment AND prisons; methadone AND buprenorphine; methadone OR buprenorphine; prisons AND Methadone AND buprenorphine. Resultados: Fueron seleccionados 20 artículos de 647 consultados, tras la aplicación de los filtros correspondientes y tras descartar los artículos duplicados. Discusión: Se evidenció una ligera mayor efectividad de la buprenorfina frente a la metadona. Se destacó una elevada prevalencia del programa, así como variedad de efectos adversos de la metadona. Su utilidad sobre el comportamiento obtiene disparidad de opiniones. Se anuncia la posibilidad de nuevas alternativas de tratamiento con un mejor control farmacológico.

Abstract Objectives: To evaluate the effectiveness of opioid maintenance programs in treating opioid dependence in Spanish prisons. Material and method: A narrative bibliographic review was carried out on the following databases: PubMed; Cochrane; IBECS; LILACS; HealthCare. All clinical trials were chosen as a preference, along with systematic review articles and some articles that were considered relevant for their content. The time period was limited to between January 2011 and November 2021. The languages chosen were English, Spanish and Catalan. Repeated articles and those that were not related to the objectives were rejected. The search criteria were: “methadone AND prisons”; “opiate substitution treatment AND prisons”; “methadone AND buprenorphine”; “methadone OR buprenorphine”; “prisons AND Methadone AND buprenorphine”. Results: 20 articles were selected out of 647 items consulted after applying the corresponding filters and after discarding duplicates. Discussion: There was a slightly greater effectiveness of buprenorphine versus methadone. The high prevalence of the program was highlighted, as well as the variety of adverse effects of methadone. Usefulness with regard to inmates' behavior showed a range of opinions. The possibility of new treatment alternatives with better pharmacological control is mentioned.

Resumen A nivel universitario, el currículum carece de literatura regional que abarque dialectos literarios debido a la dificultad que se presenta al descodificar ortografías no normativas. Incluso para los hablantes nativos de una lengua resulta difícil lidiar con este tipo de textos porque no reconocen los vocablos y tampoco los pueden localizar en el diccionario. La mayoría de lectores no necesariamente poseen la intuición ni el conocimiento lingüístico necesario para entender las representaciones ortográficas y su equivalencia normativa. Puede que algún hablante solo conozca su propio dialecto y ciertas tendencias dentro de este. Un ejemplo sencillo de dialecto literario es la palabra “pues”, la cual se encuentra en la literatura salvadoreña como “pue” o “pué”, mientras que en la chilena aparece representada como “po” y en la mexicana “pos”. Los lectores pueden adivinar este vocablo por su alta frecuencia en el habla y el contexto provisto. Sin embargo, un regionalismo desconocido sujeto a una ortografía no normativa podría no ser tan fácil de comprender para los lectores. En las representaciones regionales, "fue" se escribe como "jue" para transmitir la pronunciación (ˈxwe) de la palabra. Estos textos regionales, como los del autor salvadoreño Salarrué, son extraordinariamente interesantes porque recogen gráficamente los fenómenos fonéticos característicos de las lenguas en contacto y/o las variaciones dialectales como elisiones, aspiraciones, entre otros. Así pues, la investigadora parte de la hipótesis de que, en comparación con los hablantes nativos y no-nativos de una lengua, los hablantes de herencia (Grupo C), debido a su aprendizaje oral de la lengua, tienen un mejor conocimiento intuitivo que les permite descodificar el dialecto literario del cuento salvadoreño “Semos malos”. Con la ayuda de herramientas lingüísticas, estos hablantes pudieron reconocer y apreciar los fenómenos globales del habla representados en la literatura de otras áreas.

Abstract Regional literature, specifically eye dialect, is conspicuously missing from language classrooms due to its non-normative orthography. Even native speakers of the language struggle with unconventional spellings as dictionaries become useless tools. Moreover, most readers lack intuition regarding regional speech phenomena or its orthographic representations. While we are all speakers of a dialect, many are only familiar with their regional variety. Salvadoran regional literature may feature “pue” instead of “pues”, “pos” in Mexican literature, and “po” in Chilean literature. All examples divert from the normative “pues” despite sharing the same contextual cues. In regional representations, “fue” is written as “jue” to convey the (ˈxwe) pronunciation of the word. These regional texts, like those written by Salvadoran author Salarrué, are extraordinarily interesting because they capture graphically the phonetic phenomena characteristic of languages in contact and/or dialectal variations such as elisions and aspirations, among others. In a study conducted by the researcher, it was found that heritage speakers of Spanish possess a unique background knowledge compared to native and non-native speakers. Along with linguistic decoding strategies, this proved to be beneficial for them when reading and understanding “Semos malos”. Heritage students (Group C) were able to ‘evaluate’ many types of ‘candidates’ and were well-equipped to understand global phonetic phenomena as portrayed in regional literature from other areas.

Abstract The inclusion of non-standard varieties in language classes generates certain reluctance as a result of the negative representations that circulate in society about them. Based on this issue, we review the approaches that are implemented in language classes and present our findings without implying that the teaching of the standard variety form should be displaced. In this article, we argue in favor of incorporating, in language classes, reflections on non-standard linguistic varieties as we believe that they are supplementary in several aspects, for (i) the revaluation of these language varieties and, through this process, also revaluing non-standard uses identities; (ii) the recognition of the political tensions that languages and decisions about languages go through; (iii) the content review (semantics) as a starting point for grammatical analysis (Defagó & Gugliemelli, 2005); (iv) and the understanding regarding the importance of linguistic adequacy. Finally, we propose a short series of activities with the intention of thinking of alternative formats for activities in the language classes, which lead students to conscious and reflective reasoning as opposed to mechanical execution alone.

Resumen La inclusión de las variedades no estándares en las clases de lengua genera ciertas reticencias fruto de las representaciones negativas que, sobre estas variedades, circulan en la sociedad. A ello se suma el bajo impacto en las instituciones de formación docente, de la bibliografía especializada que toma a estas variedades como objeto de descripción y análisis. En este trabajo revisamos las posiciones que se adoptan en las aulas de lengua en este sentido y proponemos instalarlas en el centro de la escena, sin que ello implique relegar la enseñanza del estándar. Argumentamos a favor de incorporar, en las aulas de lengua, reflexiones sobre las variedades lingüísticas no estándares porque consideramos que resultan favorable en varios aspectos, para: (i) la revalorización de las variedades y, a través de ellas, de las propias identidades; (ii) el reconocimiento de las tensiones políticas que atraviesan las lenguas y las decisiones sobre las lenguas; (iii) la revisión del contenido (semántica) como punto de partida para el análisis gramatical (Defagó y Gugliemelli, 2005); y (iv) la comprensión respecto de la importancia de la adecuación lingüística. Por último, en esta línea, proponemos una serie breve de actividades con la que se pretende pensar formatos alternativos para las actividades del aula de lengua, que conduzcan al estudiantado a un razonamiento consciente y reflexivo en oposición a una ejecución mecánica.

ABSTRACT The aim of this paper is to propose some elements for creating a new research agenda for the shaping of Modern Brazilian Portuguese during the period of Colonial Brazil. To do so, we advance the hypothesis that there has been a linguistic variety acquired by white Portuguese descendants born in Brazil, intervening between Classical Portuguese - one of the languages found in Colonial Brazil - and the prestigious strand of Modern Brazilian Portuguese. We expose linguistic and socio-historical evidence that put forward the validity of this hypothesis. We then examine some theoretical and methodological implications for the study of this variety, from a microcomparative syntactic viewpoint. Finally, we propose some research questions, centered on the identification of conservative and innovative features in Modern Brazilian Portuguese from the study of Colonial Brazilian Portuguese. so sociohistorical socio historical viewpoint Finally questions

RESUMO O objetivo deste artigo é apresentar elementos para a constituição de uma nova agenda de pesquisas em relação aos estudos sobre a formação do português brasileiro moderno durante o Brasil Colônia. Para isso, apresentaremos a hipótese de que, entre o português clássico - uma das línguas presentes no Brasil Colônia - e a constituição do português brasileiro moderno em sua vertente prestigiada, houve uma variedade linguística adquirida pelos brancos nascidos no Brasil aqui denominada de português colonial brasileiro. Exporemos indícios linguísticos e sócio-históricos que sugerem a validade dessa hipótese. Além disso, discutiremos algumas implicações teórico-metodológicas para o estudo dessa variedade a partir de um ponto de vista da sintaxe microcomparativa. Finalmente, proporemos algumas questões de pesquisa, centradas na possibilidade de identificação de traços conservadores e inovadores do português brasileiro moderno a partir do estudo do português colonial brasileiro. isso prestigiada sóciohistóricos sócio históricos disso teóricometodológicas teórico metodológicas microcomparativa Finalmente pesquisa

Abstract Introduction Prodromal characteristics of psychosis have been described for more than a century. Over the last three decades, a variety of studies have proposed methods to prospectively identify individuals (and youth in particular) who are at high risk of developing a psychotic disorder. These studies have validated various screening instruments and made them available in several languages. Here, we describe the translation into Brazilian Portuguese and cross-cultural adaptation of two such screening tools – the Prodromal Questionnaire-16 (PQ-16) and the Prevention through Risk Identification, Management, and Education (PRIME)-Screen. Method Two bilingual native speakers of Brazilian Portuguese translated the questionnaires from English. A native English speaker then performed back-translations into English. These back-translated versions were submitted to the original authors. They provided feedback and later approved the final versions. Results After translation and cross-cultural adaptation, no items needed to be changed in the adapted PQ-16 and four items were revised in the PRIME-Screen. After the peer-review process, we included two suggestions in the PQ-16 to facilitate use of the tool in our cultural and social contexts. The PRIME-Screen did not need further changes. Conclusion These new instruments can help screen Brazilian Portuguese-speaking patients who are at risk of psychosis in primary care. century decades particular disorder languages Here crosscultural cross Questionnaire16 Questionnaire 16 Questionnaire-1 PQ16 PQ (PQ-16 Identification Management PRIMEScreen. PRIMEScreen PRIME Screen. Screen (PRIME)-Screen backtranslations back translations backtranslated authors PQ-1 peerreview peer review process contexts changes Portuguesespeaking speaking care Questionnaire1 1 Questionnaire- PQ1 (PQ-1 PQ- (PQ- (PQ

Abstract This article presents reflections on a pedagogical experience with the indigenous theme in a public school in the Federal District. Although the Federal Law 11.645/2008 was promulgated more than a decade ago, establishing the mandatory teaching of Afro-Brazilian and indigenous history and culture in the Brazilian basic education curriculum, its implementation remains a multifactorial problem for the school system. The objective of the research was to address students’ perceptions about indigenous peoples and the challenges faced by teachers participating in the initiative about teaching the contents foreseen in the Law. The inquiry was developed based on the methodological principles of action research. In this sense, it involved the execution of a set of pedagogical interventions in cooperation with teachers of the arts discipline and the observation of the effects of this action in the light of a critical intercultural perspective. The results of this exercise reveal that there is still a strong reproduction of stereotypical images of the Brazilian national imaginary in students’ perceptions about “Indians”. They also show that there are still gaps and superficiality in teacher training and in teaching resources on the subject, even though we currently have a variety of sources produced by indigenous people in different languages. On the other hand, the pedagogical intervention indicates the fertility of the indigenous theme for the diversification of pedagogical practices and the decolonization of curricula, with significant effects on the educational environment of elementary school. District 116452008 11 645 2008 11.645/200 ago AfroBrazilian Afro curriculum system students sense perspective Indians. Indians . “Indians” subject languages hand curricula 11645200 1 64 200 11.645/20 “Indians 1164520 6 20 11.645/2 116452 2 11.645/ 11645 11.645 1164 11.64 116 11.6 11.

Resumo Este artigo apresenta reflexões sobre uma experiência pedagógica com a temática indígena em uma escola pública do Distrito Federal. Embora a Lei Federal 11.645/2008 tenha sido promulgada há mais de uma década, instituindo a obrigatoriedade do ensino das histórias e culturas afro-brasileira e indígena no currículo da educação básica brasileira, a sua implementação permanece um problema multifatorial para o sistema escolar. O objetivo da pesquisa foi abordar as percepções de estudantes sobre os povos indígenas e os desafios enfrentados por professores participantes da iniciativa sobre o ensino dos conteúdos previstos na Lei. A pesquisa foi desenvolvida com base nos princípios metodológicos da pesquisa-ação. Nesse sentido, envolveu a execução de um conjunto de intervenções pedagógicas em cooperação com docentes da disciplina de artes e a observação dos efeitos dessa ação à luz de uma perspectiva intercultural crítica. Os resultados desse exercício revelam que ainda há uma forte reprodução de imagens estereotipadas do imaginário nacional brasileiro nas percepções estudantis acerca dos “índios”. Mostram também que permanecem lacunas e superficialidade na formação de professores e nos recursos didáticos sobre o assunto, ainda que atualmente tenhamos uma variedade de fontes produzidas por indígenas em diferentes linguagens. Por outro lado, a intervenção pedagógica indica a fertilidade da temática indígena para a diversificação de práticas pedagógicas e a descolonização dos currículos, com efeitos significativos no ambiente educativo do ensino fundamental. 116452008 11 645 2008 11.645/200 década afrobrasileira afro brasileira escolar pesquisaação. pesquisaação ação. pesquisa-ação sentido crítica índios. índios . “índios” assunto linguagens lado currículos fundamental 11645200 1 64 200 11.645/20 “índios 1164520 6 20 11.645/2 116452 2 11.645/ 11645 11.645 1164 11.64 116 11.6 11.