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Institute
In Portugal, the last decade has been characterised by important reforms in the educational system particularly of secondary education. The Portuguese Language Area, comprising different subjects, was submitted to deep changes concerning its aims, content, methodologies, and assessment. In this paper, it is my purpose to analyse some of those changes, focusing on their underlying principles, their main features and their impact both in the pedagogic field and in the public sphere. I consider firstly the political and educational circumstances in which the reconfiguration of the Portuguese Language Area in secondary education took place. Then, I proceed to describe the main features of the official pedagogic discourse that gives expression to such reconfiguration through an examination of the Portuguese Language Syllabus. After that, school textbooks are focused on, in order to understand how they interpret the official discourse and how they conceive pedagogic practice. Subsequently, as a means to capture continuities and discrepancies between pedagogic and public spheres, the analysis deals with a corpus of texts from the media that give voice to positions concerning the teaching of Portuguese. In the last section, according to the analysis previously developed, I discuss the tensions that lie across the Portuguese Language Area and that will probably regulate the directions of its development.
Considered as both the salvation of the educational system and the main agent in the failure of the schooling process, mother tongue education in Brazil is a battlefield between the traditional or grammatical paradigm and the socio-interactionist paradigm. The battle occurs on several fronts from academy to textbook to law, and those who defend the socio-interactionist paradigm are winning most of them. However, the imminent victory of this paradigm can be problematic. The new paradigm needs to consider its excessive pragmatism and utilitarianism, among other difficulties, beyond the classroom. The socio-interactionist paradigm also needs to prove that it is capable of success in an area in which failure seems to be the rule, as shown by institutional evaluations of mother tongue education.
Our aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children's conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children—i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers' work: reading, writing and metalinguistic practises (14 items) and ways of supporting children's attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children's conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children's conceptualisations about written language.
This article addresses the conceptualizations of written language held by Mayan children who attend bilingual elementary school. The article's attempt to show the results of psycholinguistic research carried out with Mayan children follows the conviction that school-age Maya speakers play an important role in generating knowledge of literacy proposals in the context of bilingual education. By being in contact with two languages (the native language and Spanish), the Mayan children make precise linguistic reflections on Spanish that allow them to infer principles of the graphic and orthographic system of their own language. This article explains those reflections.
When children learn to write, they must ask themselves two basic questions: what part of the language is represented and how is it represented. Their answers are the source of their invented writings. This article reports data from interviews of Mexican Spanish-speaking children between the ages of 5 and 12 and analyses the child’s point of view about the necessity or the possibility of representing stress and some intonational oppositions. Both processes present undifferentiated writings which reveal that for children, at a given evolutionary stage, contrasts in stress and intonation are not retained in writing (which can be considered as an invented "non-writing"). Likewise, there are invented writings that show original ideas about what and how to represent in writing the linguistic contrasts proposed for their reflection; finally, quasi-conventional or conventional writings appear. Reflections on the universality of learning, problems with comparing graphic systems and their respective acquisition processes are also discussed, as serious consideration should be given to the concept that written languages are mixed and linked systems and not monolithic systems.
The paper examines borrowed instances of what we call emphatic superlative ever (ES-ever) into two Germanic languages (Dutch and German) and two Romance languages (French and Spanish). We base our study on extensive corpus data. We model the data in three stages ranging from constructional borrowing (Stage-1: el coolest job ever 'the coolest job ever'), via diaconstructions (Stage-2: la mejor canción ever 'the best song ever'), up to lexical borrowing (Stage-3: las portadas más photoshopeadas ever 'the most photoshoped portals ever'). We extend an earlier approach to social meaning in HPSG to borrowing.
In this paper, we argue that by making a more detailed distinction of theta-roles, while at the same time investigating the correlation of case marking, theta-role assignment, and eventuality types, we can describe different psych-verb subclasses and explain their alignment patterns in Spanish and Korean. We propose a neo-Davidsonian treatment of psych-verbs in HPSG that allows us to account for the underspecification of theta-roles which are modeled in an inheritance hierarchy for semantic relations. By assuming linking properties modeled lexically, we can constrain the properties for psych-verbs which shows the mapping of semantic arguments (i.e. experiencer, stimulus-causer, subject matter and target) to the elements in the argument structure. The type hierarchy and lexical rules proposed here capture the alternation in case marking not only of the experiencer (as traditionally assumed in the literature), but also of the stimulus. This analysis leads us to a new fourfold classification of psych-verbs for both languages.
The information-structural status of clitic left dislocated arguments in Spanish has been argued to depend crucially on their thematic role. Earlier HPSG analyses of related phenomena in other languages do not take into account this sort of information. A formalization will be presented which can handle differences in information-structure arising from different thematic roles of clitic left dislocated phrases.
Abeillé and Godard (2007) describe a variety of Spanish whose complex predicates differ structurally from the more familiar flat VP type of complex predicate common to other varieties of Spanish and Romance. I present a verb cluster analysis of this variety which both captures these structural differences, and at the same time preserves those features that are common across both construction types. Coupled with a simple morphological treatment of affixation, this analysis predicts the range of 'clitic climbing' facts. The parsimony of the affixation analysis is afforded by an alternative approach to the constraints on reflexive affix distribution in Spanish complex predicates. I depart radically from previous morpho-lexical approaches to the phenomenon, instead showing how the constraints follow from independently motivated binding principles. This approach not only handles more of the Spanish data, but also has the potential to provide a unified account of the phenomenon across Romance.