Abstract There are different resources explored by contemporary narratives addressed to young people. In this sphere is the graphic narrative The Art of Charlie Chan Hock Chye, a work with historical, social, and artistic relevance which constitutes the corpus of this study. The objective is, from a metafictional perspective of the verbal, imagetic, and graphic, to understand how Liew’s multimodal work encourages the reader to know the backstage of this and other books, promoting the fading of the boundaries between the real and the fictional. Besides that, we will highlight how the author approaches, simultaneously, the history of Singapore and the fictional biography of a reputed cartoonist, paying homage to the art of comics. For this, we start from the theories of metafiction (Hutcheon, 1984; Waugh, 1988), intertextuality (Genette, 2006), and the language of comics (Postema, 2021). people Chye historical social study verbal imagetic Liews Liew s books that approaches simultaneously cartoonist Hutcheon, Hutcheon (Hutcheon 1984 Waugh 1988, 1988 , 1988) Genette, Genette (Genette 2006, 2006 2006) Postema, Postema (Postema 2021. 2021 . 2021) 198 200 202 19 20 1 2

Resumo Diferentes são os recursos explorados pelas narrativas contemporâneas endereçadas aos jovens. Nesta esfera está a narrativa gráfica A arte de Charlie Chan Hock Chye, corpuscom relevância histórica, social e artística do presente estudo. Objetiva-se, a partir de uma perspectiva da metaficção nas linguagens verbal, imagética e gráfica, compreender de que forma a obra multimodal de Liew incita o leitor a conhecer os bastidores da criação artística desta e de outras obras, promovendo um esmaecimento entre o real e o ficcional. Além disso, buscamos destacar como o autor aborda, simultaneamente, a história de Singapura e a biografia de um cartunista ficcional renomado, rendendo uma homenagem às histórias em quadrinhos. Para isso nos utilizaremos das teorias de metaficção (Hutcheon, 1984; Waugh, 1988), da intertextualidade (Genette, 2006) e da linguagem dos quadrinhos (Postema, 2021). jovens Chye histórica estudo Objetivase, Objetivase Objetiva se, se Objetiva-se verbal obras disso aborda simultaneamente renomado Hutcheon, Hutcheon (Hutcheon 1984 Waugh 1988, 1988 , 1988) Genette, Genette (Genette 2006 Postema, Postema (Postema 2021. 2021 . 2021) 198 200 202 19 20 1 2

Abstract This article examines the notebooks that Oscar Wilde kept for his Literae Humaniores studies at the University of Oxford and connects them to his maturity works to explain some of the aspects of the influence of Ancient Greek Literature on his modern conception of art criticism. Specifically, this article explains how he exploited certain ideas formulated by his precursors—such as Matthew Arnold’s idea of criticism, Walter Pater’s idea of impressionistic criticism, and John Addington Symonds’ idea of the regency of a canonical art—to substantiate a bold proposal to Victorian intelligentsia and cultural circles: namely, that, in Victorian Modernity, the critic should be raised to the condition of artist and her criticism to the condition of an art in itself. Specifically precursorssuch precursors such Arnolds Arnold s Paters Pater Symonds artto circles namely Modernity itself

Resumo Este artigo examina os cadernos que Oscar Wilde utilizou para seus estudos no curso de Literae Humaniores na Universidade de Oxford e os conecta às suas obras de maturidade para esclarecer alguns aspectos da influência da literatura grega antiga sobre sua concepção moderna de crítica de arte. Mais especificamente, este artigo esclarece como ele se valeu de certas ideias elaboradas por seus precursores—como a de crítica elaborada por Matthew Arnold, a de crítica impressionista elaborada por Walter Pater e a da regência de uma arte canônica elaborada por John Addington Symonds—para substanciar uma proposta bastante ousada à intelectualidade e ao meio cultural vitorianos: a de que na modernidade vitoriana o crítico deve ser elevado à condição de artista e sua crítica à condição de arte por sua própria conta. especificamente precursorescomo precursores Arnold Symondspara Symonds vitorianos conta

Abstract The road novel genre, established by Jack Kerouac with the publication of On the road (1957), has as its main characteristic the narrative of the characters' journey, focusing on displacement. In its beginnings, the genre was produced by male authors and it was about the trajectory of the characters, also male, from one side to the other without a certain destination or motivation. However, nowadays, more and more women have appropriated the genre and modified it, as in Sing, unburied, sing, by Jesmyn Ward, published in 2017. Thus, this text aims to understand how the characters experience the journey and how black mobility is influenced by social constructions. The novel points to the difficulty that exists in relation to the appropriation of space by the black body, whose supposed notion that the automobile provides everyone with freedom of movement is constantly questioned by the fear present inside the car. 1957, 1957 , (1957) displacement beginnings motivation However nowadays Sing unburied sing Ward 2017 Thus constructions body car 195 (1957 201 19 (195 20 1 (19 2 (1 (

Resumo O gênero road novel, estabelecido a partir de Jack Kerouac com a publicação de On the road (1957), tem por principal característica a narrativa da viagem das personagens, com foco no deslocamento. Em seus primórdios, era produzido por autoria masculina e abordava a trajetória de personagens, também masculinos, de um lado para o outro sem destino ou motivação certa. Contudo, contemporaneamente, cada vez mais mulheres tem se apropriado do gênero e o modificado, como em Sing, unburied, sing, de Jesmyn Ward, publicado em 2017. Assim, este texto tem como objetivo entender como os personagens vivenciam a viagem e como a mobilidade negra é tangenciada por construções sociais. O romance aponta para a dificuldade existente em relação à apropriação do espaço pelo corpo negro, cuja suposta noção de que o automóvel proporciona a todos a liberdade de deslocamento é constantemente questionada pelo medo presente dentro do carro. novel 1957, 1957 , (1957) primórdios masculinos certa Contudo contemporaneamente modificado Sing unburied sing Ward 2017 Assim sociais negro carro 195 (1957 201 19 (195 20 1 (19 2 (1 (

Abstract The purpose of this article is to report the process of building the international identity of Universidade Federal de Santa Catarina (UFSC), focusing on the Institutional Translation work carried out by its Translation Service at the International Relations Office (SINTER). We present the actions carried out between 2016 and 2022 that have contributed to expanding and standardizing institutional communication in English and giving greater visibility to the institution in the global scenario. Among such actions, we would like to highlight: the translation of institutional websites; the compilation of a Portuguese-English glossary, containing terms relevant to UFSC academic and administrative structure; and the creation of a writing guide in English. These and other complementary actions sought to approach the university community, joining efforts for the process of Comprehensive Internationalization underway at UFSC. UFSC, , (UFSC) SINTER. SINTER . (SINTER) 201 202 scenario highlight websites PortugueseEnglish Portuguese glossary structure community (UFSC (SINTER 20 2

Resumo Este artigo relata o processo de construção da identidade internacional da Universidade Federal de Santa Catarina (UFSC), a partir do trabalho de Tradução Institucional realizado pelo Serviço de Tradução da Secretaria de Relações Institucionais (SINTER). Apresentamos as ações realizadas entre 2016 e 2022 que contribuíram para ampliar e uniformizar a comunicação institucional em língua inglesa e dar maior visibilidade à instituição no cenário global. Dentre elas, destacam-se: a tradução de websites institucionais; a disponibilização de um glossário português-inglês, contendo termos relevantes da estrutura acadêmica e administrativa da UFSC; e a elaboração de um guia de redação em língua inglesa. Essas e outras ações complementares buscaram aproximação com a comunidade universitária, unindo-se aos esforços do processo de internacionalização transversal em curso na UFSC. UFSC, UFSC , (UFSC) SINTER. SINTER . (SINTER) 201 202 global elas destacamse destacam se destacam-se institucionais portuguêsinglês, portuguêsinglês português inglês, inglês português-inglês universitária unindose unindo (UFSC (SINTER 20 2

Abstract The purpose of this article is to investigate how Brazilian speakers of English as L2 process anaphors in English, seeking to find out if these subjects are guided by syntax from the initial processing moment, or if they make use of information of other sources, especially semantic-lexical, to identify the possible antecedent of the anaphor. For this, we conducted a self-paced reading experiment, which showed differences between intermediate and advanced proficiency level subjects. In the first group, there was a facilitation of reading when the gender cues of both antecedents matched the gender cue of the anaphora. For the advanced group, the results indicated that the processing is facilitated when at least one of the antecedents matches the gender cue of the anaphor. These results are consistent with L2 processing models that advocate incomplete access to syntax, prioritizing the use of semantic-lexical and pragmatic information for anaphoric resolution (CLAHSEN & FELSER, 2006, 2017). In addition, although it does not fit perfectly into any similarity-based interference model, the results are indicative of proposals that address retrieval interference in working memory. L moment sources semanticlexical, semanticlexical semantic lexical, lexical anaphor selfpaced self paced experiment group anaphora CLAHSEN FELSER 2006 2017. 2017 . 2017) addition similaritybased similarity based model memory 200 201 20 2

Resumo O objetivo deste artigo é investigar como ocorre o processamento anafórico por brasileiros falantes de inglês como L2, buscando descobrir se estes sujeitos se guiam pela sintaxe desde o momento inicial do processamento, ou se fazem uso de informações de outras naturezas, especialmente semântico-lexicais, para identificar o possível antecedente das anáforas. Para isto, realizamos um experimento de leitura automonitorada, que mostrou diferenças entre os sujeitos de nível de proficiência intermediário e os avançados. No primeiro grupo, houve uma facilitação da leitura quando os traços de gênero de ambos os antecedentes combinavam com o traço de gênero da anáfora. Já para os avançados, os resultados indicaram que este grupo tem a leitura facilitada quando ao menos um dos antecedentes combina com o traço de gênero da anáfora. Tais resultados são consistentes com modelos de processamento em L2 que defendem um acesso incompleto à sintaxe, dando prioridade à utilização de informações de natureza semântico-lexical e pragmática para a resolução anafórica (CLAHSEN & FELSER, 2006, 2017). Além disso, apesar de não se encaixar perfeitamente em nenhum modelo de interferência na memória de trabalho baseado em semelhanças, os resultados são indicativos de propostas que tratam sobre interferência na recuperação da memória de trabalho. L naturezas semânticolexicais, semânticolexicais semântico lexicais, lexicais semântico-lexicais anáforas isto automonitorada avançados anáfora semânticolexical lexical CLAHSEN FELSER 2006 2017. 2017 . 2017) disso semelhanças 200 201 20 2

Abstract Drawing on Translanguaging theory, which views language as a holistic repertoire, this study examines how students’ translanguaging practices (TP) are manifested and for what purposes. The participants were seven fifth-grade peers in a bilingual school in Brazil (Brazilian Portuguese - English). Their TP were recorded during an oral task based on a wordless, short video stimulus. The data were qualitatively analyzed and coded. Results indicate that TP occurred spontaneously and for specific purposes. The most frequent TP use included gestures, task management, meaning negotiation, lexical creativity, syntactic translanguaging, peer correction, and form negotiation. Findings suggest that translanguaging pedagogy is valuable in bilingual contexts where minority languages are developed because it enables students to communicate freely and critically in a fluid and dynamic environment. theory repertoire (TP purposes fifthgrade fifth grade Brazilian English. English . English) wordless stimulus coded gestures management negotiation creativity correction environment

Abstract This work aims to discuss the development of L2 English rhythm by Brazilian learners (L2ers) through rhythmic metrics and acoustic parameters. Five L2ers were recorded reading a text in English at the beginning of their college studies in English Language and Literature, and again, four semesters later, after having taken two English phonology courses. They were also recorded reading a Portuguese version of the same text. As for the control group, five native speakers of a North American variety of English were recorded reading the text in English. Data were manually segmented in PRAAT, and the indexes were automatically extracted. As for English-L2, different developmental paths were captured as function of the rhythm dimension, with L1 influencing more L2ers’ rhythm in the f0 and intensity dimensions. Crucially, L2 rhythm patterns converged to the target language in all dimensions, suggesting positive effects of explicit pronunciation teaching. L Lers ers (L2ers parameters Literature again later courses group PRAAT extracted EnglishL2, EnglishL2 EnglishL L2, English-L2 dimension f dimensions Crucially teaching English-L

Abstract Dyslexics are often discouraged from L2 learning; however, it can have beneficial effects. The dual route reading model (Ellis, 1995) proposes reading processing via two distinct routes: the lexical and phonological route. We investigated reading performance in young bilingual dyslexics (aged 8-11) in English and Brazilian Portuguese (BP), checking for transfer of the direct lexical reading strategy, more compatible with the opaque and irregular English orthography as well as dyslexia, thus benefiting reading in BP also. Indeed, dyslexics showed poorer performance on reading pseudowords, but less impairment for frequent words and better performance in English than in BP, with near similar scores compared to controls for sentence reading. This shows that high exposure to English in immersive and student-centered educational contexts may enhance reading even in young bilingual dyslexics. L learning however effects Ellis, Ellis (Ellis 1995 routes aged 811 8 11 8-11 , (BP) strategy dyslexia also Indeed pseudowords studentcentered student centered 199 81 1 8-1 (BP 19 8-

Abstract The present study investigated cross-linguistic structural priming effects from L1 to L2 during the comprehension of the passive voice in a group of 35 Brazilian Portuguese-English (BP-EN) late bilinguals. A 4 x 2 experimental design was implemented that included a four levels within-subjects Condition variable and a between-subjects Proficiency variable (Intermediate vs. Advanced). Results show that, regardless of proficiency, participants read target sentences faster in both experimental conditions when compared to the control conditions. Noticeably, cross-linguistic structural priming effects were observed even in the absence of translation equivalents. That is, both abstract and lexically mediated structural cross-linguistic effects were observed. These findings indicate that late bilinguals at intermediate and advanced levels of proficiency have a shared syntactic system between their L1 and L2. crosslinguistic cross linguistic L 3 PortugueseEnglish Portuguese English BPEN BP EN (BP-EN withinsubjects within subjects betweensubjects Intermediate vs Advanced. Advanced . Advanced) Noticeably equivalents is

Abstract Full Time Equivalent (FTE), a product of Length of Residence (LOR) in L2 contexts multiplied by an index of frequency of L2 use, has been considered to be an important factor in bilingual speech development (Flege & Bohn, 2021). This work, therefore, seeks to analyze changes in the Voice Onset Time (VOT) of Brazilian Portuguese-L1 (short lag) in contexts of English-L2 (long lag) as a function of LOR and FTE (N=44) through Bayesian linear regression models with mixed effects. As a result, the models showed a positive effect of time on VOT values, with VOT values increasing over LOR. However, the models that used FTE yielded greater effects with greater credibility. We conclude that LOR underestimates the effect of time, making FTE a more accurate metric since it incorporates both ‘time’ and ‘language use’. FTE, , (FTE) (LOR L use Flege Bohn 2021. 2021 . 2021) work therefore (VOT PortugueseL1 PortugueseL Portuguese L1 Portuguese-L short lag EnglishL2 EnglishL English English-L long N=44 N44 N 44 (N=44 result However credibility ‘time language use. use’ (FTE 202 N=4 N4 4 (N=4 20 N= (N= 2 (N

Abstract In two experiments, a language decision task, and a multiple-choice English-Portuguese translation task, we examined the effect of interlingual homographs and word frequency on lexical access of Brazilian-Portuguese - English bilinguals. Language choice, accuracy, and response times were registered by the PsyToolkit software, and linear mixed-effects models were used in the analysis of the data. The results of this study align with the non-selective lexical access hypothesis. Bilinguals had facilitated access, particularly for words in the L2. There was also an interference effect of word frequency observed in both the L1 and L2 for interlingual homographs. experiments task multiplechoice multiple choice EnglishPortuguese Portuguese BrazilianPortuguese Brazilian bilinguals accuracy software mixedeffects mixed effects data nonselective non selective hypothesis L

Abstract The multiplicity of L2 acquisition experiences and contexts challenge the studies of bilingualism since individual differences complicate comparability between studies (Treffers-Daller; Korybsky, 2015). In this context, the construct of language dominance becomes an important variable for understanding this phenomenon in different domains and the development of effective tools for measuring it a key aspect in this process (Gertken et al., 2014). In this paper, we present the results of the validation of the Language Use Questionnaire for users of English as L2 immersed in a Brazilian context in correlation with an explicit marker of English language learning to measure lexical breadth. The concepts of linguistic dominance, as defined by Heredia (1997), and Grosjean's (1998, 2016) Complementary Principle, were used to operationalize the construct in terms of frequency and specific domains of use, serving as the basis for designing the questionnaire. Proficiency, in turn, was measured using a test of lexical breadth in English – Vocabulary Size Test (Nation; Beglar, 2007). Based on data from 784 participants, Pearson's correlations were calculated among the 11 items of the questionnaire, which referred to English and Portuguese use, and between them and the score obtained in the Vocabulary Size Test. The statistical analyses show a significant correlation among the items referring to English language use and between them and the VST score, presenting evidence that respondents with greater involvement in English activities tend to have better results in the proficiency test. Such correlation is interpreted as a key facet of external validity of the questionnaire, allowing us to bring it to the research community as an efficient measure for detection and assessment of changing dominance from L1 to L2 among users of English as a second language. L TreffersDaller Treffers Daller (Treffers-Daller Korybsky 2015. 2015 . 2015) Gertken al al. 2014. 2014 2014) paper 1997, 1997 , (1997) Grosjeans Grosjean s 1998, 1998 (1998 2016 Principle questionnaire Proficiency turn Nation (Nation Beglar 2007. 2007 2007) 78 participants Pearsons Pearson 1 201 199 (1997 (199 200 7 20 19 (19 2 (1 (

Resumo A multiplicidade de experiências e contextos de aquisição de L2 desafiam os estudos de bilinguismo, visto que as diferenças individuais complexificam a comparabilidade entre estudos (Treffers-Daller; Korybsky, 2015). Nesse contexto, o construto dominância linguística torna-se uma variável importante para a compreensão desse fenômeno em diferentes domínios e o desenvolvimento de ferramentas eficazes para sua aferição um aspecto fundamental nesse processo (Gertken et al., 2014). Neste artigo, apresentamos os resultados da validação do Questionário de Levamento de Uso de Línguas para usuários de inglês como L2 imersos em contexto brasileiro em correlação com um marcador explícito de aprendizagem de inglês de mensuração de amplitude lexical. A concepção de dominância linguística, tal como definida por Heredia (1997), e o Princípio da Complementaridade (CP), de Grosjean (1998, 2016), foram usados para operacionalizar o construto em termos de frequência e de domínios específicos de uso, servindo de base para elaboração do questionário. A proficiência, por sua vez, foi mensurada a partir de um teste de amplitude lexical em inglês – Vocabulary Size Test (Nation; Beglar, 2007). A partir de dados de 784 participantes, foram calculadas as correlações de Pearson entre os 11 itens do questionário, referentes às práticas de uso de inglês e português, entre si, e deles com a nota obtida no Vocabulary Size Test. As análises estatísticas mostram correlação significativa entre os itens de prática de uso de língua inglesa e deles com a nota do VST, e evidenciam que os respondentes com maior envolvimento em atividades em inglês tendem a ter melhor resultado no teste de proficiência. Essas correlações são interpretadas como um aspecto chave de validade externa do construto operacionalizado pelo questionário, permitindo-nos apresentá-lo à comunidade científica como um instrumento eficaz para a detecção e aferição de alterações na dominância da L1 em favor do uso da L2 entre usuários do inglês como L2. L bilinguismo TreffersDaller Treffers Daller (Treffers-Daller Korybsky 2015. 2015 . 2015) tornase torna se Gertken al al. 2014. 2014 2014) artigo 1997, 1997 , (1997) CP, CP (CP) 1998, 1998 (1998 2016, 2016 2016) questionário proficiência vez Nation (Nation Beglar 2007. 2007 2007) 78 participantes 1 português si VST permitindonos permitindo nos apresentálo apresentá lo 201 199 (1997 (CP (199 200 7 20 19 (19 2 (1 (

Abstract This study examined the effects of bilingual education and simultaneous biliteracy on children’s levels of speech connectedness and reading in Portuguese and English. Thirty-two 5th graders completed oral production tasks and took reading fluency and comprehension tests in L1 and L2. Our results show that, in general, children show connectedness and reading scores which are correlated in the two languages, that is, the languages follow different, but related paths in the time point they were assessed. We conclude that simultaneous biliteracy, in the case of the participants of this research, is not detrimental to the outcomes of either language. On the contrary, it promotes the concomitant use of languages, which, in turn, seems to guarantee support for both languages, L1 and L2, in a bidirectional fashion. childrens s English Thirtytwo Thirty th L L2 general different assessed research language contrary turn fashion

Abstract This study investigated if bilingual language coactivation would be observed in the context of the Deese-Roediger-McDermott paradigm. Portuguese-English bilinguals listened to 12 lists of semantically associated words that related to either a cognate or a noncognate critical lure. Participants were instructed to recall as many words as they could and to type them on the computer keyboard. Then, they performed a recognition test with words from the study phase of the recall test, as well as critical lures and unstudied words. Statistical analyses showed a small but statistically significant difference in the recall of studied words between conditions. No differences were observed in the recognition. We suggest that participants relied more on verbatim than gist trace, which may have reduced language coactivation effects. DeeseRoedigerMcDermott Deese Roediger McDermott paradigm PortugueseEnglish Portuguese English 1 lure keyboard Then conditions trace effects