This article aims to analyze and understand the participation processes of young Brazilians from the Northeast in different affinity spaces linked to literacy practices in Spanish. We opted for a qualitative research of a virtual ethnographic nature where various scenarios of network interaction have been selected. The collected data set has allowed the establishment of a comprehensive model of the phenomenon studied from the coding and categorization carried out using Atlas.ti. Among the findings we must highlight the relevance of the Spirit fanfic platform as a motivating space with educational potential in learning Spanish as a foreign language.
In this study, we analyze the realization of -r in the coda position, with emphasis on the word-final position. The following phenomena may occur in this context: speech deletion (e.g., ‘vou fal[a]’ vs. ‘vou falar’ [I will talk]), writing deletion (e.g., ‘vou fala’ or ‘vou falá’ vs. ‘vou falar’ [I will talk]), and writing addition (e.g,. ‘eu corrir’ vs. ‘eu corri’ [I ran]). By reviewing existing research that analyzes such phenomena, we discuss how orality ‘leaks’ into writing. Studies examined show that speech deletion is more frequent than writing deletion; in both modalities, it affects verbs more than non-verbs (being practically categorical at the end of verbal infinitives in speech); and it is inhibited in monosyllables in both modalities. In writing, as shown by research results, the addition of -r seems to affect verbs more, especially verbs with a final stressed syllable or monosyllabic verbs. These patterns suggest that there is a relationship between the possibility of deleting the final -r in verbal infinitives, authorized by the stress of the final vowel, both in speech and writing, the normative pressure for this -r to be maintained in writing, and the addition of -r in writing as a marker of stress.
This study aims to characterize the writing tasks found in the Chilean secondary education Language and Literature textbooks, provided by the government. The analysis focuses on the skill the tasks seek to develop, the discourse genre, the textual sequence, the adopted didactic approach, and the underlying models of composition. To achieve this, a content analysis was conducted on 466 writing tasks in the textbooks, which were categorized according to whether they promoted reading comprehension or written production. For comprehension-oriented tasks, we identified the genre, textual sequence, and the specific reading skill involved; for production-oriented ones, in addition to genre and sequence, the stages of the writing process and the rhetorical situation were also made explicit. The results show that 80% of the tasks focus on reading comprehension, using instrumental genres for assessment. Only 10% are dedicated to writing production, which is approached from a process-oriented perspective and based on the notion of discourse genre. Thus, the textbooks prioritize writing as a means to develop reading comprehension, favoring a content-centered rather than process-centered pedagogy.
From the perspective of Variationist Sociolinguistics and under the auspices of Labov, this academic work, through quantitative research methods, aims to quantify, transcribe, and analyze the occurrence and productivity of the morphosyntactic phenomenon known as the anacoluthon. The research corpus consists of sentences extracted from oral narrative texts produced by 36 (thirty-six) male informants and 36 (thirty-six) female informants, teachers working in Basic Education in the public school system of the State of Paraná, from various areas of knowledge, ranging from Art to subject of Chemistry. The age of the male informants ranges from 25 (twenty-five) to 64 (sixty-four) years, while the age of the female informants ranges from 27 (twenty-seven) to 70 (seventy) years. To support our work, we draw on several scholars, such as Sacconi (1975), Bechara (1992), Cipro Neto (2003), Bortoni-Ricardo (2005), Labov (2008), Almeida (2009), Ilari and Basso (2017) and Castilho (2020), among other researchers and scholars of human language. The results show that the syntactic phenomenon of the anacoluthon constitutes an increasingly present linguistic reality in the speech of Basic Education teachers, regardless of the subjects they teach.
A comunidade surda, fluente em Língua Brasileira de Sinais (doravante Libras), enfrenta desafios significativos na escrita da Língua Portuguesa devido às diferenças estruturais entre as duas línguas. A Libras como L1 para surdos, como língua visual-espacial, possui gramática própria, sem uso de conectivos, preposições ou flexões verbais típicas do português como L2 para os surdos. Essa diferença resulta em produções textuais que, apesar de coerentes dentro da estrutura da Libras, são frequentemente vistas como incorretas pela sociedade ouvinte. Tal interpretação equivocada reforça o preconceito linguístico e afeta diretamente a inclusão de pessoas surdas, especialmente em concursos públicos que não oferecem provas em Libras. Os dados coletados através de formulários evidenciam que a maioria dos surdos entrevistados já enfrentou críticas ou discriminação por sua forma de escrever. O presente estudo reforça a importância de uma abordagem pedagógica e avaliativa mais inclusiva, com respeito à identidade linguística da comunidade surda, e propõe a necessidade de políticas públicas e educacionais que reconheçam a Libras como primeira língua e respeitem a escrita surda como parte legítima de sua expressão.
