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 Settler Colonial Studies proposes a differentiation between franchise colonialism and settler colonialism, based on Patrick Wolfe’s pioneering theories, according to which in colonialism per se the colonizer exploits colonized labour to, eventually, return to the Imperial metropolis. In settler colonialism, on the other hand, the settler, aiming at possessing the land belonging to indigenous people, “comes to stay.” Settler colonialism would therefore be a structure, rather than an event, in the life of the colonized. The main logic of settler colonialism, according to Wolfe, is the (literal or metaphorical) elimination of indigenous people. Departing from Wolfe’s ideas, Lorenzo Veracini refines and develops concepts, themes and theoretical tools, aiming at organizing Settler Colonial Studies as a discipline. Theories on settler colonialism have been developed in an anglophone context, aiming at examining this type of domination as it occurs mainly in the USA, Canada, Australia and New Zealand and, at present, have been little acknowledged in Brazil. After presenting some of the basic tenets of Settler Colonial Studies, this article considers the possible applicability of Settler Colonialism to the Brazilian context, encouraging reflexion on the expansion and adaptation of this mostly anglophone field of studies to new historical and cultural environments. Wolfes Wolfe s theories eventually metropolis hand people comes stay. stay structure event literal metaphorical ideas concepts tools discipline context USA Canada present Brazil environments

Resumo Os Estudos sobre Colonialismo de Povoamento propõem uma diferenciação entre o colonialismo tradicional e o colonialismo de povoamento, baseada nas teorias precursoras de Patrick Wolfe, segundo as quais enquanto no colonialismo o colonizador explora o trabalho do colonizado para eventualmente retornar à metrópole do Império, no colonialismo de povoamento o settler (colonizador-povoador), objetivando apropriar-se da terra dos povos indígenas, “vem para ficar”. Assim, o colonialismo de povoamento seria uma estrutura, e não um evento, na vida do colonizado. A lógica dominante no colonialismo de povoamento, segundo Wolfe, é a da eliminação (literal e/ou metafórica) do indígena. Partindo das ideias de Wolfe, Lorenzo Veracini, aprimora e desenvolve conceitos, temáticas e instrumentos teóricos visando à organização dos Estudos sobre Colonialismo de Povoamento como disciplina. Desenvolvidas para um contexto anglófono, as teorias sobre colonialismo de povoamento se voltam especialmente à elucidação do modus operandi desse tipo de dominação nos EUA, Canadá, Austrália e Nova Zelândia, e, até o momento, têm sido pouco divulgadas no Brasil. Propondo um movimento dialógico, após apresentar algumas de suas premissas básicas, este artigo considera a possível aplicabilidade dos Estudos sobre Colonialismo de Povoamento ao contexto brasileiro, encorajando reflexões sobre a ampliação e adaptação desse campo de pesquisa majoritariamente anglófono a novas ambiências histórico-culturais. Wolfe Império colonizadorpovoador, colonizadorpovoador povoador , (colonizador-povoador) apropriarse apropriar indígenas vem ficar. ficar . ficar” Assim estrutura evento literal eou ou metafórica indígena Veracini conceitos disciplina EUA Canadá Zelândia momento Brasil dialógico básicas brasileiro históricoculturais. históricoculturais histórico culturais. culturais histórico-culturais (colonizador-povoador

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 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 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 Although the field of second language (L2) pronunciation teaching has moved toward intelligibility models and goals, several studies have shown that many L2 learners still profess a desire to sound native-like in their L2. This study explores the perspectives of bilinguals who have navigated their accent and identity in two different languages to explore the impact of increasing recognition of links between accent and identity on language-learning goals. Findings show that almost all bilingual participants (97%) recognized links between accent and identity, yet 72% still reported preferring a native accent if they learned a new language today. Intelligibility emerged as a key issue, with those wanting a native accent linking nativeness to increased intelligibility and those rejecting native accents separating the two dimensions (accent and intelligibility) while prioritizing intelligibility. L (L2 goals nativelike like languagelearning learning 97% 97 (97% 72 today issue (L 9 (97 7 (9 (

Abstract This article not only serves as the introduction to the special issue “Second language pronunciation: Learning, pedagogy, and teacher education,” but also as a space for the guest editors to reflect on the role of teacher cognition in second language pronunciation instruction. To this end, the authors conducted a comprehensive review of 14 articles on English teachers’ cognition and pronunciation instruction published over the last decade. Selected articles were analyzed based on their findings, contributions, and limitations. The discussion highlights common themes and results and uses them to make recommendations for researchers, teachers, and teacher trainers. Second Learning pedagogy education, education end 1 teachers decade findings contributions limitations researchers trainers

Abstract Thought of as attractive and seductive, tales of wonder have traditionally been associated with the female sphere. Often representing women as selfless healers and care-givers due to their privileged link with the natural and supernatural world, myths and legends can easily lend themselves to reinforcing gender stereotypes. This article examines the widely praised magical realist novel The Mistress of Spices (Divakaruni 1997) through an ecofeminist lens proposing it as a counter-example to the problematic representation of women and nature as passive, non-agent, and non-subject entities. Drawing from material ecocriticism and ecofeminist studies, and following a non-anthropocentric approach, the article discusses how the biosemiotics of the book contributes to the “reenchantment” of the natural world and the subsequent empowerment of the woman protagonist. Capable of intentionality, creativity, and effectivity, both the spices and their mistress establish an interspecies bond that eventually breaks the link between gender oppression and exploitation of nature, thus enabling new forms of expression and emancipatory discourses. seductive sphere caregivers care givers stereotypes Divakaruni 1997 counterexample counter example passive nonagent, nonagent non agent, agent non-agent nonsubject subject entities studies nonanthropocentric anthropocentric approach reenchantment “reenchantment protagonist intentionality creativity effectivity discourses 199 19 1

ABSTRACT This study focuses on the analysis of the historiographic metafiction genre, as proposed by Hutcheon (1991), as an instance capable of questioning the misogynistic roots of modern science. To do so, we examine the contemporary novel Remarkable Creatures (2009) by Tracy Chevalier, which reinterprets the life of the paleontologist Mary Anning. This research considers Chevalier’s narrative as a space where history and fiction are intertwined to question traditional concepts of women’s roles in knowledge construction. The main objective of this study is to investigate how this narrative revisits gender and science issues, challenging established conventions. Throughout the research, we explore the place of this novel in the gender debate by addressing themes such as historical discourse versus fiction, past versus present, and the relationship between knowledge and power. genre 1991, 1991 , (1991) so 2009 (2009 Chevalier Anning Chevaliers s womens women construction issues conventions present power 199 (1991 200 (200 19 (199 20 (20 1 (19 2 (2 (1 (

RESUMO Este estudo concentra-se na análise do gênero metaficção historiográfica, conforme proposto por Hutcheon (1991), como uma instância capaz de questionar as raízes misóginas da ciência moderna. Para isso, examina-se o romance contemporâneo Remarkable Creatures (2009), de Tracy Chevalier, que reinterpreta a vida da paleontóloga Mary Anning. Esta pesquisa considera a narrativa de Chevalier como um espaço onde história e ficção são entrelaçadas de forma a questionar conceitos tradicionais sobre o papel das mulheres na construção do conhecimento. O principal objetivo deste estudo é investigar como essa narrativa revisita as questões de gênero e ciência, desafiando as convenções estabelecidas. Ao longo da pesquisa, explora-se o lugar deste romance no debate de gênero ao abordar temas como discurso histórico versus ficção, passado em contraposição ao presente, e a relação entre conhecimento e poder concentrase concentra se historiográfica 1991, 1991 , (1991) moderna isso examinase examina 2009, 2009 (2009) Anning estabelecidas explorase explora presente 199 (1991 200 (2009 19 (199 20 (200 1 (19 2 (20 (1 (2 (

ABSTRACT The present study intends to investigate whether sustained attention, self-esteem, and beliefs about second language (L2) pronunciation and instruction interact with L2 pronunciation assessed by a reading task. Thirty-nine eighteen-year-old high school Brazilian students participated in the study and answered a beliefs form, Rosenberg’s self-esteem scale (Rosenberg, 1965), and read a sixty-nine-word paragraph. They were all late learners of English as an L2. Twenty-nine participants took the d2-R test which is a Bourdon-style cancelation test validated to assess sustained attention. Statistical analyses were run on the data to verify correlations and effects of different variables. Results indicated that liking English correlated negatively with the number of mispronunciations produced. Also, the different processes assessed by the d2-r test yielded different correlations with the different categories of mispronunciation. attention selfesteem, selfesteem self esteem, esteem L (L2 task Thirtynine Thirty nine eighteenyearold eighteen year old form Rosenbergs Rosenberg s Rosenberg, (Rosenberg 1965, 1965 , 1965) sixtynineword sixty word paragraph Twentynine Twenty d2R dR d2 R d Bourdonstyle Bourdon style variables produced Also d2r dr r mispronunciation (L 196 19 1

Abstract As traditional EFL classrooms often struggle with limited time and input for pronunciation instruction, technologies such as Automatic Speech Recognition (ASR) may serve as a complementary tool to aid learners in the acquisition of specific English sounds. However, in order to consider the usefulness of ASR tools, more careful testing should be conducted to observe their ability to perform in specific contexts. The objective of the present study was to replicate Kivistö-de Souza and Gottardi’s experiment (2022) by examining how Microsoft Word Dictate judged the intelligibility of Brazilian Portuguese speakers of English. Contrary to Kivistö-de Souza and Gottardi (2022), who examined continuous speech, the present study focused on vowels embedded in isolated words. Results showed that the intelligibility was low (50%) in comparison to the scores presented in Kivistö-de Souza and Gottardi (2022). Discussion centers around the uses of ASR on EFL pronunciation development in autonomous learning and instructed settings. instruction (ASR sounds However tools contexts Kivistöde Kivistö de Gottardis s 2022 (2022 2022, , speech words 50% 50 (50% 2022. . settings 202 (202 5 (50 20 (20 (5 2 (2 (

Abstract This study presents the design and implementation procedures of an extracurricular pronunciation training program conducted for EFL learners and investigates its effectiveness through the eyes of participating students and trainers. Course design, instructional methodology, resources, and the syllabus are examined through students’ reflections (N=25). Their views on content, tasks, and evolving pronunciation learning goals post-completion of the training were analyzed via content analysis. Post-program written reflections from the researcher trainer (RT) and observer trainer (OT) were subjected to thematic analysis. Findings reveal cognitive and affective gains among student participants, attributing strength to course content, tasks, and the trainer. The RT and OT deemed the training successful, highlighting duration and assignment submission as areas for further attention. trainers methodology resources N=25. N25 N N=25 . 25 (N=25) tasks postcompletion post completion analysis Postprogram Post (RT (OT participants successful attention N2 N=2 2 (N=25 N= (N=2 (N= (N

Abstract While many teachers do not feel confident teaching pronunciation because of limited preparation in different areas, research has demonstrated positive effects of training in pronunciation pedagogy, as teachers who receive such training develop cognitions (i.e., knowledge, beliefs, thoughts, actions) that align with current tenets of pronunciation pedagogy. Drawing on this assertion, this paper reports the results of a qualitative case study with five pre-service teaching-English-to-speakers-of-other-languages (TESOL) teachers enrolled in a pedagogical pronunciation course as part of their teacher training program. The study’s main purpose was to understand the role of training in developing content knowledge (CK) and pedagogical content knowledge (PCK) for pronunciation teaching, and how such knowledge provided confidence in pre-service teachers to address the pronunciation needs of their future students. Using four different data collection methods (reflective journals, semi-structured individual interviews, stimulated-recall individual interviews, and a focus group interview), the analysis revealed contradictions in the pre-service teachers’ confidence in their CK of pronunciation teaching. While the participants perceived CK as an essential foundational subject matter asset necessary to develop PCK based on theoretically supported teaching techniques, they also presented a lack of confidence in their knowledge of specific segments (e.g., vowels), intonation, and specific types of connected speech like linking. The findings are discussed in terms of their implications for teacher training in pronunciation that could boost pre-service teachers’ confidence in their knowledge of pronunciation teaching. areas pedagogy i.e., ie i e (i.e. beliefs thoughts actions assertion preservice pre service teachingEnglishtospeakersofotherlanguages English speakers other languages TESOL (TESOL program studys s (CK (PCK students reflective journals semistructured semi structured interviews stimulatedrecall stimulated recall interview, interview , interview) techniques e.g., eg g (e.g. vowels, vowels vowels) intonation linking i.e. (i.e e.g. (e.g i.e e.g

Abstract Adopting a dynamic approach to bilingual development, this work investigates the effects of explicit pronunciation instruction on VOT production in both L2 English and L1 Brazilian Portuguese (BP). Data from 16 intermediate Brazilian users of English, divided into control (CG) and experimental (EG) groups, were collected and analyzed. Only the EG received explicit instruction on the pronunciation of voiceless stops in English. Three data collections were carried out: a pre-test, an immediate post-test and a delayed post-test. The results indicate that the CG did not meet the expected L2 VOT pattern throughout the study, and showed no changes in the L1 production. On the other hand, the EG, after the instruction, showed an increase in VOT values for both L2 and L1, exhibiting multidirectional effects of explicit pronunciation teaching. development L BP. BP . (BP) 1 (CG (EG groups analyzed out pretest, pretest pre test, test pre-test posttest post posttest. test. study hand teaching (BP

Resumo Adotando uma abordagem dinâmica para o desenvolvimento bilíngue, este trabalho investiga os efeitos da instrução explícita de pronúncia na produção do VOT tanto no inglês L2 quanto no português brasileiro (PB) L1. Dados de 16 brasileiros usuários intermediário do inglês, divididos em grupos controle (GC) e experimental (GE), foram coletados e analisados. Apenas o GE recebeu instrução explícita sobre a pronúncia das oclusivas não vozeadas do inglês. Foram realizadas três coletas: um pré-teste, um pós-teste imediato e um pós-teste postergado. Os resultados indicam que o GC não realizou o padrão de VOT esperado para a L2 ao longo do estudo, sem revelar alterações na produção do PB. Por outro lado, o GE, após a instrução, apresentou aumento nos valores de VOT tanto para a L2 quanto para a L1, evidenciando efeitos multidirecionais do ensino explícito de pronúncia. bilíngue L PB (PB L1 1 (GC , (GE) analisados coletas préteste, préteste pré teste, teste pré-teste pósteste pós postergado estudo lado (GE