Resumo em Português:

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.

Resumo em Inglês:

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.

Resumo em Inglês:

ABSTRACT Language assessment literacy (LAL) comprises the knowledge, skills and principles for sound assessment. In this paper, we investigated classroom tasks from two assessment courses from a state university in Brazil; specifically, which LAL components the tasks prioritized, and which of them promoted LAL the most. Data generation instruments included the courses’ calendars, observation protocols and pre-service teachers’ answers to questionnaires. In terms of LAL components, tasks that involved knowledge and skills were top-ranked, and in some cases included principles. Findings also indicate pre-service teachers’ preference for practical activities; their favorable view of the teaching procedures, and their recognition of the courses’ relevance to their professional development.

Resumo em Português:

RESUMO Este artigo discute uma proposta pedagógica sintonizada com as mudanças advindas pelas tecnologias digitais para desenvolver a expressão oral (escuta e fala) em inglês na educação básica. Fundamenta-se na teoria dos multiletramentos, nos processos da pedagogia por design, na abordagem de ensino via gêneros, na visão de alunos como membros da geração P e no potencial das tecnologias digitais para uma educação multimodal e conectada com a diversidade sociocultural. A análise descritivo-interpretativista dos dados revela que a expressão oral em inglês pode ser experenciada, conceitualizada, analisada e aplicada em atividades multimodais que podem contribuir para a formação docente no processo de desenvolver a comunicação oral (para ouvir e falar) em inglês de seus alunos.

Resumo em Inglês:

ABSTRACT This article discusses a pedagogical proposal aligned with the changes brought about by digital technologies to develop oral expression (listening and speaking) in English at the basic education level. It is grounded in the theory of multiliteracies, in the process of design-based and genre-based pedagogies, considering students as members of Generation P and the potential of digital technologies for multimodal education within socioculturally diverse contexts. The descriptive-interpretive analysis of the data reveals that oral expression in English can be experienced, conceptualized, analyzed, and applied through multimodal activities that can contribute to teachers’ education in the process of developing students’ oral communication (listening and speaking) in English

Resumo em Português:

Resumo Devido ao crescente número de escolas bi/multilíngues em nosso país, é imprescindível um estudo dos modos de avaliar nesse contexto. Nesse sentido, o presente trabalho visa discutir os processos avaliativos no ensino bi/multilíngue no contexto brasileiro com a abordagem CLIL (Content and Language Integrated Learning/Aprendizado Integrado de Conteúdo e Língua), e compreender como eles estão estabelecidos dentro desse contexto. Com esse propósito, realizou-se um levantamento bibliográfico sobre pesquisas que abordam a avaliação na educação bi/multilíngue e/ou em contexto de CLIL, bem como quais estratégias e/ou técnicas são utilizadas nesta abordagem de aprendizagem com foco na língua inglesa. As pesquisas revelaram que os tipos de avaliação mais difundidos nesse meio escolar são o somativo e o formativo. As pesquisas relatam também que a abordagem CLIL proporciona o uso da língua em práticas autênticas, uma vez que não foca o aspecto gramatical e formal da língua, fazendo-a existir como uma ponte que une mundos.

Resumo em Inglês:

Abstract Due to the growing number of bi/multilingual schools in our country, it is essential to study the ways of assessing in this context. In this sense, this paper aims to discuss assessment processes in bi/multilingual education in the Brazilian context, and to understand how they are established within this context. In order to map the studies on assessment in CLIL, a bibliographic survey was carried out focusing on those that addressed assessment in bi/multilingual education and/or in a CLIL context, as well as which strategies and/or techniques are used in this learning approach with a focus on the English language. The research revealed that the most widespread types of assessment in this school environment are summative and formative. The research also reports that the CLIL approach enables learning through authentic practices, as it does not focus on the grammatical and formal aspect of the language, but instead makes it exist as a bridge that connects worlds.

Resumo em Português:

Resumo Este trabalho tem como objetivo compartilhar o relato de uma experiência com duas disciplinas de língua inglesa do curso de Bacharelado em Direito de uma universidade pública do Rio de Janeiro. Dadas as características das disciplinas, este estudo parte de considerações sobre o ensino de Línguas para Fins Específicos (LinFE). A experiência de ensino aqui relatada é composta por três fases: a) análise de necessidades e seleção de materiais; b) realização dos módulos e c) avaliação. Este trabalho se destaca por trazer uma experiência vivida durante o período acadêmico emergencial, logo, apoiada em recursos tecnológicos e acontecendo de forma totalmente remota. Embora já estejamos retomando, quase que completamente, as atividades presenciais, o aprendizado e as experiências desse período podem trazer contribuições para as novas práticas docentes do período pós-pandemia COVID-19.

Resumo em Inglês:

Abstract This paper aims to share an experience report with two English language subjects, part of the Bachelor’s degree in Law, at a public university in the state of Rio de Janeiro. Given the characteristics of these subjects, this paper departs from considerations about the teaching of Languages for Specific Purposes (LSP). The teaching experience reported here is composed of three phases: a) needs analysis and materials selection; b) realization of the pedagogic modules and c) evaluation. Thus, this paper stands out for bringing an experience faced during the emergency academic period, supported by technological resources and completely remotely driven. Although we are almost completely back to face-to-face activities by now, the teaching/learning experiences lived during this period can bring contributions to the new teaching practices of the post-COVID-19 pandemic period.

Resumo em Inglês:

Abstract The purpose of this paper is to study the effects of the EMI policy on academic improvement and speaking proficiency among the students of private universities in Bangladesh. In addition to the academic implications of EMI, it investigates its impact on English-speaking performance among other related disciplines. A quantitative research methodology was used, with data collected from 120 participants in both English and non-English departments. A survey questionnaire consisting of 45 items was used to collect data on the participants’ perceptions of the effects of EMI on academic and English-speaking performance. Factor analysis and t-test results reveal the pressing nature of the problem given that while students in English departments score high on the impacts EMI has had on undermining academic improvement and language proficiency, those in non-English departments consider EMI facilitative. Overall, the findings presented above might guide further discussions on the EMI policy and give recommendations to both individuals and institutions. As a result, this is a relevant contribution to the language instruction policy in higher education that is mainly concerned with better academic performance and speaking skills acquired by university students in Bangladesh and beyond.

Resumo em Português:

Resumo Esta pesquisa analisa a emergência de obstruintes em coda no português brasileiro (PB), devido ao apagamento da vogal pós-tônica final (por exemplo, sete [sɛt]), e no inglês como segunda língua (L2), quando não há emergência de epêntese vocálica (por exemplo, set [sɛt]). Analisamos a relação de ambos os fenômenos no PB como primeira língua (L1) e no inglês-L2, decorrentes de possíveis influências mútuas (Larsen-Freeman, 1997; De Bot et al., 2007; Beckner, et al. 2009; Chang, 2019; Linck; Kroll, 2019; Opitz, 2019). Também investigamos se a variante potiguar do PB é marcada por mais casos de apagamento, como reportado em pesquisas anteriores sobre o assunto (Nascimento, 2016; Silva, 2019). Para este fim, realizamos análises acústicas e ajustamos modelos de regressão para averiguar se a variante da L1, ser bilíngue, estar em imersão em um contexto no qual a L2 é a principal língua e o contexto de vozeamento são fatores que favorecem a produção de obstruintes em coda nas duas línguas. Os resultados indicam que o apagamento é um fenômeno emergente através da reorganização da própria L1, sem influências da L2. Entretanto, a emergência de obstruintes em coda no PB-L1 não favorece a produção dos padrões alvos do inglês-L2, já que produções com obstruintes em coda não são desafiadoras para falantes brasileiros.

Resumo em Inglês:

Abstract This study analyzes the emergence of coda obstruents in Brazilian Portuguese (BP) due to the deletion of the final post-tonic vowel (e.g., sete [sɛt]), and in English as a second language (L2) when there is no emergence of vocalic epenthesis (e.g., set [sɛt]). We examine the relationship between both phenomena in BP as the first language (L1) and in English as L2, stemming from possible mutual influences (Larsen-Freeman, 1997; De Bot et al., 2007; Beckner et al., 2009; Chang, 2019; Linck; Kroll, 2019; Opitz, 2019). We also investigate whether the Potiguar variant of BP is marked by more cases of deletion, as reported in previous research on the subject (Nascimento, 2016; Silva, 2019). For this purpose, we conducted acoustic analyses and fitted regression models to determine whether factors such as L1 variant, being bilingual, being immersion in a context where L2 is the primary language, and voicing context are factors that favor the production of coda obstruents in both languages. The results indicate that deletion is an emerging phenomenon due to the reorganization of L1 itself, without influences from L2. However, the emergence of coda obstruents in BP-L1 does not favor the production of target patterns in English-L2, as productions with coda obstruents are not challenging for Brazilian speakers.

Resumo em Inglês:

Abstract This study aims to examine how CLIL approach can be employed for integrating gender sensitization and gender-neutral language of English to enhance critical thinking. CLIL stands for Content and Language Integrated Learning approach which integrates content and language, placing equal focus on both. The study uses a cross-sectional pre-experimental research design, following one group: pre-test, intervention and post-test model. Convenience sampling is employed to select the participants: 105 engineering second-year students attending Gender Sensitization MNC at an NIT. The results of the study were analysed using both inductive and descriptive analyses along with inferential statistics. They conclude that CLIL is an effective approach to integrating gender sensitization and gender-neutral language of English to enhance critical thinking.

Resumo em Português:

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.

Resumo em Inglês:

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.

Resumo em Português:

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.

Resumo em Inglês:

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.

Resumo em Português:

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).

Resumo em Inglês:

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).

Resumo em Português:

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.

Resumo em Inglês:

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.

Resumo em Inglês:

Abstract This article aims to explore the affective structure of the narrative universe in Richard Ford’s Canada (2012) through the lens of Patrick Colm Hogan’s affective narratology. We look into the affective responses provoked through the story-discourse distinction by virtue of Dell Parson’ experientiality, both functioning as the narrating self (the narrator) and the experiencing self (the focalizer) in the novel. By way of considering the story(world) of the novel (what is told) with deliberate emphasis on the characters and the setting, we will also examine the discourse as the reconstruction of the story (how it is told) which crucially comprises the plot or emplotment and narration. The objective is to shed light on the importance of the emotional affordances of experience as reflected in Ford’s novel.

Resumo em Inglês:

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.

Resumo em Inglês:

Abstract This paper provides an introduction to Netflix and the practices of streaming services as remediation of older media, such as television and cinema. As a new medium, Netflix presents specificities in many aspects, from production to distribution and reception. This work approaches those characteristics from the perspective of Adaptation Studies, taking into consideration the negotiations between older and new media, which can both support and challenge concepts in our field of studies. It reflects on Anne with an E (literary adaptation), La Casa de Papel (format adaptation), Fuller House (post-literary adaptation), Black Mirror: Bandersnatch (meta-commentary) and Criminal (intramedial adaptation). In the last section, we propose three possible approaches for future works on streaming platforms: choices and processes of adaptation; adaptation as a tag genre; and new strategies of storytelling through technological features. Those are not exhaustive and should be understood as a starting point for a much-necessary conversation on theorizing streaming platforms.

Resumo em Inglês:

Abstract Alan Parson’s song “Time”, played in the beginning of the film A Fantastic Woman (2017), raises motifs that resonate throughout the film: the inexorable passing of time and the human need/right to say goodbye to those we love(d). After Marina, a working class transwoman, has the unfortunate surprise of losing her beloved Orlando, her mourning is interrupted and her right to say goodbye is threatened by the heteronormative pressure of society. The abjection gaze of the patriarchal family and of the state representatives towards Marina is discussed based on Judith Butler’s (2002) Gender Trouble. Running against time and the tyranny of heteronormativity, Marina eventually develops an oppositional gaze — discussed through bell hooks’s ideas (2015) — to counter the violence of the alienating gaze, not only to be able to say goodbye to Orlando, but also to assert her identity as a woman.

Resumo em Português:

Resumo Este artigo tem por objetivo analisar duas obras que têm como protagonistas crianças que, por força das circunstâncias, foram obrigadas a deixar a terra natal, se viram em meio à guerra e tiveram de lutar pela sobrevivência: Menino mamba-negra, de Nadifa Mohamed, e Muito longe de casa: memórias de um menino-soldado, de Ishmael Beah. A primeira é uma narrativa semiautobiográfica e a segunda um memoir. Em ambas, os protagonistas vivem a experiência do refúgio e se tornam soldados. Partindo dos pressupostos teóricos de Márcio Seligmann-Silva, Walter Benjamin, Paulo Ricoeur, Michael Pollak e Diego Antonello em relação às operações da memória no testemunho do trauma, a análise focalizará em particular as estratégias utilizadas pelos autores ao narrar o impacto da guerra sobre as personagens.

Resumo em Inglês:

Abstract This article aims to analyze two works that have as protagonists children who, due to circumstances, were forced to leave their homeland, found themselves in the middle of war and had to fight for survival: Black Mamba Boy, by Nadifa Mohamed, and A Long Way Gone: Memoirs of a Boy Soldier, by Ishmael Beah. In both of them, the protagonists live the experience of refuge and become soldiers. Starting from the theoretical assumptions of Márcio Seligmann-Silva, Walter Benjamin, Paulo Ricoeur, Michael Pollak e Diego Antonello on the mnemonic operations in the testimony of trauma, the analysis will focus in particular the strategies used by the authors when narrating the impact of the war on the characters.

Resumo em Português:

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

Resumo em Inglês:

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.

Resumo em Inglês:

Abstract With the increase in migration to the Republic of Ireland during the period of economic prosperity known as the Celtic Tiger (1990-2008), Irish writers began to represent the lives of African and Asian immigrants. Given the need for a critical analysis of racial representation and blackness, this article aims to analyze the construction of the character Ben in the short story “Guess Who’s Coming for the Dinner” (2007) by Irish writer Roddy Doyle. The story follows the racial anxiety experienced by Larry, a white Irishman, who welcomes Ben for dinner. In addition to Frantz Fanon’s (2008) concepts of overdetermination of blackness and Negrophobia, I analyze the short story considering the notion of hospitality discussed by French philosopher Jacques Derrida (2000) and internationalist Ida Danewid (2017), reflections on empathy by historian Saidiya Hartman (1997), as well as issues of gender and sexuality based on Eve Kosofsky Sedgwick (1985) and Keguro Macharia (2019). I argue that the short story reinforces racial tropes, contributing to anti-black solidarity. The irrationality of racial anxiety remains unchallenged by humor because the short story does not evolve from the irrationality, reaffirming Ireland’s self-image as a country that is cordial and receptive to immigrants.

Resumo em Português:

Resumo O artigo reflete sobre a relação entre a figura do poeta e a figura do profeta na obra do poeta inglês Lord Byron, a partir de duas personagens significativas da poética byroniana: a figura de Dante, que protagoniza A profecia de Dante (1821), e o trimmer-poet - uma caricatura do vates em Don Juan (1819). Postulamos a hipótese de que, muito embora o poeta britânico seja crítico voraz da mitificação do poeta-profeta e ao modelo retórico autoritário e vertical do Velho Testamento, a sua poética possibilita uma aproximação entre a linguagem da poesia e a linguagem das profecias bíblicas num ponto: a tentativa de elaborar uma correspondência entre palavra e coisa.

Resumo em Inglês:

Abstract This paper analyzes the connections between the Poet and the Prophet in Lord Byron’s Poetics, building an analysis of two characters: Dante, the hero of the poem The Prophecy of Dante (1821), and the trimmer-poet represented in Don Juan (1819). Our point of departure is the contrast between Dante’s prophetic image and the parodic representation of the Poet in Don Juan. We propose that, in spite of Byron’s criticism of the Poet-Prophet archetype and his refusal of the authoritarian rhetorical model of the Old Testament, Byron’s work creates a familiarity between the language of poetry and that of biblical prophecy, at least on a philosophical level: the pursuit for a correspondence between words and things.

Resumo em Português:

RESUMO Pela comparação de dois romances lançados em 2021 por escritoras que exploram a ideia atual de fim do mundo na cultura jovem, este artigo examina a diversidade dos percursos narrativos em Fake Accounts, de Lauren Oyler, e Belo mundo, onde você está, de Sally Rooney. Ambos usam diferentes modos de enxergar e propor soluções para um mesmo problema: a progressiva destruição da humanidade atacada pelo apocalipse climático, pelo capitalismo tardio e pela crise política. Enquanto o primeiro aposta numa redobrada ironia contra a ambiguidade entre cinismo e honestidade, o segundo privilegia a sinceridade dos afetos como resposta à impotência frente ao fim. Nos dois casos, a internet tem papel fundante e se imiscui também na forma escrita utilizada via tuítes e e-mails, discussão que toca a própria literatura e seu lugar numa contemporaneidade de extremos.

Resumo em Inglês:

ABSTRACT From the analysis of two novels released in 2021 by writers investigating the contemporary idea of apocalypse in young culture, this article discusses the different routes traced by Lauren Oyler’s Fake Accounts and Sally Rooney’s Beautiful World, Where Are You. Both have disparate ways of realizing and reacting to the same problem: the progressive destruction of humanity by climate change, late capitalism, and political crisis. While Oyler chooses a reinforced irony against the ambiguity between cynicism and earnestness, Rooney privileges the sincerity of affection as a solution to the incapacity of fatalism. In the two novels, the internet has a structural value able to influence the writing form, one by Twitter’s irony, the other by the epistolary nature of e-mail, a dynamic that touches literature itself and its place on a radical contemporaneity.

Resumo em Inglês:

Abstract The present study investigates the effectiveness of synthetic versus natural stimuli for perception training on the ability of Brazilians to identify the English vowels /æ-ɛ/. Fifty-six native Brazilians participated in this study, and they were randomly divided into three groups: natural stimuli, synthetic stimuli, and control groups (experimental groups). The participants assigned to the experimental groups underwent perception training sessions, with the natural group listening to recordings containing vowels that did not have their duration altered, while the synthetic group listened to recordings containing vowels that had their duration altered to 350ms. Pre and post training perception tests were administered to measure their progress. Results indicate that perception training with both synthetic and natural stimuli is effective for the identification of /æ-ɛ/.

Resumo em Inglês:

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.

Resumo em Inglês:

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.

Resumo em Inglês:

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.

Resumo em Inglês:

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.

Resumo em Português:

Resumo Ancorado na Teoria dos Sistemas Dinâmicos Complexos, este trabalho apresenta uma análise de processo referente ao desenvolvimento dos padrões de Voice Onset Time (VOT) nas produções das plosivas /p/, /t/ e /k/ do inglês (L2) por um aprendiz argentino. O estudo contou com uma metodologia longitudinal, com 24 pontos de coleta ao longo de um ano. Entre as coletas 09 e 15, o aprendiz participou de sessões de treinamento perceptual na plataforma online English Accent Coach (Thomson, 2012). Para verificar mudanças de padrões ao longo do tempo, foi realizada uma análise de Change-point. A análise evidenciou mudanças de fases nas três consoantes, com a emergência de índices mais altos de VOT. A análise também demonstrou variabilidade nas produções, sugerindo que o aprendiz ainda se encontra experimentando novas formas e padrões.

Resumo em Inglês:

Abstract Grounded in Complex Dynamic Systems Theory, this paper presents a process-oriented analysis of the development of Voice Onset Time (VOT) patterns in the production of word-initial /p/, /t/ and /k/ in English (L2) by an Argentine leaner. The study employed a longitudinal methodology, with 24 datapoints over the course of a year. Between data collections 09 and 15, the learner participated in perceptual training sessions on the online platform English Accent Coach (Thomson, 2012). A Change-point analysis was carried out in order to show changes in time. The analysis showed phase changes in the three consonants, with the emergence of higher VOT rates. The analysis also showed considerable variability in the productions, suggesting that the learner is still experimenting with new forms and patterns.

Resumo em Inglês:

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.

Resumo em Português:

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.

Resumo em Inglês:

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.

Resumo em Inglês:

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.

Resumo em Português:

Resumo O presente artigo objetiva investigar as insurgências estéticas de uma das figuras mais icônicas do século XVIII: Horace Walpole (1717-1797). Regularmente referenciado como o autor de The Castle of Otranto (1764), narrativa considerada a gênese da literatura gótica na Inglaterra, Walpole apresenta inúmeras outras facetas (arquiteto, desenhista, poeta, crítico, biógrafo, dramaturgo, colecionador) que revelam não só sua pluralidade de talentos, mas, também, posturas artísticas visionárias e subversivas. Com um modus vivendi ancorado na extravaganza, no excesso e no maximalismo, Walpole é um artífice de si mesmo cujo legado, deStrawberry Hill a The Castle of Otranto, tem assombrado as artes desde o século XVIII até à contemporaneidade.

Resumo em Inglês:

Abstract This article aims to investigate the aesthetic insurgencies of one of the most iconic figures of the 18th century: Horace Walpole (1717-1797). Regularly referred to as the author of The Castle of Otranto (1764), a narrative considered to be the genesis of Gothic literature in England, Walpole’s numerous other facets (architect, designer, poet, critic, biographer, playwright, collector) reveal not only his plurality of talents, but also his visionary and subversive artistic approaches. With a modus vivendi anchored in extravaganza, excess and maximalism, Walpole is an artisan in his own right whose legacy, from Strawberry Hill to The Castle of Otranto, has haunted the arts from the 18th century to the present day.

Resumo em Inglês:

ABSTRACT “Gothic-postmodernism” builds upon the shared ontological inquiry into the nature of reality inherent in both the Gothic and postmodernism. By adapting most of the thematic and narrative elements of the Gothic to postmodernist fiction, this genre enables new interpretations of self-reflective literature, where the Gothic sublime manifests itself through textual erasure as Gothic-postmodernist horror. This article argues that Travels in the Scriptorium is Auster’s significant contribution to Gothic-postmodernism, given its self-reflexivity as postmodernist metafiction and its Gothic aspirations in merging Gothic conventions with postmodern techniques. In Auster’s exhaustive metafiction, postmodernism plays a pivotal role in the text’s sublimity and the resultant horror of textuality, which creates a profound sense of awe and fear. This is achieved through the text’s exploration of reality’s fragmented nature, the manipulation of narrative form, and the meta-awareness of its own fictionality. These elements collectively create a sense of awe and terror, challenging the representation of fictional truth through the very medium of language.

Resumo em Português:

RESUMO Este artigo se propõe a uma análise do natural horror, subgênero do cinema de horror que apresenta animais não-humanos no papel de assassinos e monstros. O objetivo é investigar as características e as estruturas narrativas do natural horror sob uma perspectiva ecocrítica, interessada na subjetividade do não-humano. A partir de um recorte de onze filmes, a análise identifica uma série de elementos narrativos recorrentes, como o locus horribilis e o final couple, e estabelece a ideia de que o natural horror pode ser visto como uma espécie de híbrido do slasher e do rape and revenge.

Resumo em Inglês:

ABSTRACT This article offers an analysis of the natural horror film, a subgenre of horror cinema that features non-human animals in the role of killers and monsters. The goal is to investigate the characteristics and narrative structures of the natural horror film from an ecocritical perspective, one interested in the subjectivity of the non-human. Through an examination of eleven selected films, the analysis identifies a series of recurring narrative elements, such as the locus horribilis and the final couple, and establishes the idea that the natural horror film can be seen as a kind of hybrid of the slasher and the rape and revenge.

Resumo em Português:

Resumo Este artigo analisa como o modo gótico pode expressar narrativas decoloniais contemporâneas. A partir da leitura do conto El mundo de arriba y el mundo de abajo, de Mónica Ojeda, discute-se o gótico a partir da diferença colonial e do pensamento liminar, em temas como identidade, sincretismo e as tensões de um espaço culturalmente híbrido, característico do contexto latino-americano. A análise revela como o gótico pode desestabilizar identidades e discursos, propondo uma revisão crítica das interações entre o local e o global.

Resumo em Inglês:

Abstract This article analyzes how the Gothic mode can express contemporary decolonial narratives. Through the examination of the short story El mundo de arriba y el mundo de abajo by Mónica Ojeda, it discusses the Gothic in terms of colonial difference and liminal thinking, addressing themes such as identity, syncretism, and the tensions of a culturally hybrid space, characteristic of the Latin American context. The analysis reveals how the Gothic can destabilize identities and discourses, proposing a critical revision of the interactions between the local and the global.

Resumo em Inglês:

Abstract Manifestations of memory of a place are oftentimes rooted in the culture of the space the memory originates from and the identity of the place it becomes part of. Even though there are various ways in which these manifestations occur, in the context of Indian narratives, reproductions of cultural myths hold their power over the places of memory, where a collective memory of a myth is rewritten according to the kind of memory the place has. The myth also later takes on a Gothic nature in reinterpretation of it. This paper will study how the myth of Yakshi, a female figure in Indian mythology often portrayed as the diabolical feminine, is reproduced by a place of memory. It will analyze the translated novel Tales of Athiranippadam, initially written in Malayalam by S.K.Pottekkatt, to understand how sites witnessing female trauma significantly impact the literature written about them. The cultural, historical, and emotional memories of a place relating to the colonial period, taking a material form and intertwining with the Gothic and local mythology, are among the primary ideas this article will examine. The symbolic nature of the Yakshi and its interplay with the history of Indian women, its real-world implications, etc., will also be studied. The article will also address how the phenomenon of Gothic haunting lends hands to criticizing history and written narratives.

Resumo em Inglês:

Abstract By re-creating the Gothic trope of the visit to the rich friend’s house, Saltburn (2023) exemplifies how matters of property and class may carry cinematic Gothicism outside the realm of the (literal) haunted house. Post-modern in its constant reference to literary works from which it appropriates plot and characters, the film offers a transgressive turn by following the rise – not the fall – of a common man as the owner of the house he desires. Given the low social mobility in the society portrayed, his achievement updates the Gothic tradition of establishing a new order to an old, disrupted environment. The present study examines this hypothesis based on sociological and literary sources regarding matters of class and property, and by drawing a parallel between the film and Poe’s short story “The Fall of the House of Usher”.