Journal articles on the topic 'French language Study and teaching (Primary) Case studies'

More and more, Canadian educators are being told that literacy development can occur across subject areas of the curriculum. Few studies have focused on whether this applies to core French as a second language (CF). This article reports on a study investigating the literacy teaching practices of Ontario primary core French teachers (n = 3), focusing mainly on the practices of Christine, whose activities, strategies and perspectives highlight the potential for CF instruction to echo literacy principles taught in homeroom English (L1) classrooms, and for both languages to benefit. Context-specific constraints identified by all participating teachers will also be discussed.

As the basis of English learning, English vocabulary plays an important role in both teaching and learning. Therefore, the TPR approach proposed by James Escher is highly respected. By means of questionnaires and an interview, this paper studies the application of Total Physical Response in primary school English vocabulary teaching. It has been found that both students and teachers approve of the application of TPR in primary school English vocabulary teaching and then suggestions for children's English education have been proposed.

This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.

Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students. Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion addressed key issues in teaching LOTE such as teaching strategies, use of technology and the importance of using English for teaching LOTEs. Data was analysed using Nvivo, applying Saldana’s (2016) coding technique, consisting of structural, descriptive and values coding. 48 codes emerged during the first cycle coding, which were placed under nine categories in the second and final coding process. Findings - Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English in LOTE teaching, owing to the internationalization of education. Significance – The study explored LOTE pedagogy through the narratives of teachers, who are key stakeholders. The findings will help LOTE teachers reflect on their own teaching practices, and familiarize them with current pedagogy, including technology integration. They would also be useful in other contexts where LOTE is offered as a foreign language.

Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and practices of corrective written feedback (WCF) among FFL teachers. The present study seeks to address this gap by investigating the WCF beliefs and practices of FFL teachers in an undergraduate program in Costa Rica. The participants in this study were five teachers teaching in an FFL program in the Modern Languages School at a large university in Costa Rica. Data were gathered using an online questionnaire, a semi-structured interview, and samples of students’ writing with teacher feedback. The findings revealed that the participants held common beliefs concerning writing, teaching writing, feedback provision in an FL, and the interdependent relationship among teaching, learning, and feedback in an FFL writing class. The results also showed that participants’ beliefs and practices regarding various aspects of written corrective feedback (CF) tended to be aligned, specifically in terms of the use of comprehensive indirect error-coded WCF and the use of evaluation grids. Implications and future research avenues are discussed.

This study focuses on a Swedish Sign Language (STS) interpreting education, in which the students learn a second language (L2) that is expressed in the visual-gestural modality instead of the auditory-vocal one. Due to the lack of research on sign language L2 instruction, the teachers have limited scientific knowledge and proven experience to lean on in their work. Therefore, an action research-based project was started with the aim to enhance teachers’ knowledge about effective ways of teaching STS as an L2, and to examine how teaching can lead to students making good progress and attaining deep knowledge in STS. The article presents results from one of the projects’ sub-studies, Initial teaching through different primary languages, where a hearing STS L2 teacher’s approaches are examined when teaching the hearing students the new language in another modality than their previous language(s). The results show how this teacher uses her own knowledge from learning STS as an L2 and how she, through using spoken Swedish, provides rich metalinguistic knowledge that contributes to the students’ deeper theoretic knowledge about STS in addition to their practical STS learning. This had pedagogical implications for the further development of the instruction at the interpreting program.

Much research supports the everyday therapeutic and deeper socialneurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student-conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became “well-becoming agents of change” in their own social networks. “Well-becoming” emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

RÉSUMÉ. Dans le cas des langues en contact, l’emploi d’alternance codique par des enseignants et des apprenants devient un objet de discussion dans des institutions scolaires. L’objectif de ce travail est d’examiner le phénomène d’alternance codique en classe de français langue étrangère pour évaluer son influence sur l’enseignement/apprentissage du français langue étrangère dans le contexte ghanéen. Les données sont recueillis à travers l’observation des cours de français et les résultats sont analysés et représentés graphiquement. Les résultats ont montrés que l’alternance de code en classe de français langue étrangère promeut la communication et facilite l’interaction entre les enseignants et les apprenants. L’attention est prêtée au cas où le français est introduit pour la première fois en classe afin de faire ressortir des problèmes que font face les apprenants. L’alternance codique est donc important pour l’enseignement/ apprentissage du français langue étrangère et doit être inclus dans des programmes d’études de français au Ghana. Mots-clés : alternance de code, interaction, langue étrangère, phénomène sociolinguistique, situation bilingue. ABSTRACT. In regard to languages coming into contact, the use of code-switching on the part of language facilitators and the learners has become an issue of discussion especially in the school setting. This paper sets out to examine critically the code switching phenomenon to ascertain its effects and necessity on the teaching and learning of French as a foreign language in Ghana. Data was collected through classroom observation while lectures were going on and the result was analyzed and represented in table form. The findings show that language switching in a classroom helps and supports the learning environment and makes it conducive for those involved. A careful consideration of code switching is done mostly at the level where the French language is introduced for the first time. The outcome of this paper suggests that code switching is important to the teaching and learning of French language and it must be adopted in our curriculum of studies. Keywords: bilingual situation, code switching, foreign language, interaction, sociolinguistic phenomenon

The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is believed to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems.

Background and Purpose: Early 21st century saw great changes in all fields of life due to the COVID-19 pandemic. Education worldwide has to suffer from many difficulties when schools are forced to close down for safety. In Vietnam, online teaching has been applied in most of cities and provinces where COVID-19 pandemic has been serious. The implementation of remote teaching in a large quantity of schools was first seen in 2021. However, not many studies have been found on massive immediate online teaching. Due to the fact that a thorough understanding of online teaching in English language teaching is necessary for better online teaching to be delivered in the near future, this study aims to investigate English teachers’ attitudes towards online teaching and their challenges. Methodology: This study was designed as a qualitative case study. Nine English teachers from the primary schools and high schools were invited to participate in the semi-interviews. The research instrument used was the in-depth interviews, in which the questions were adapted from the previous studies. Data were generated using codes and analysed in themes. Findings: The findings revealed that COVID-19 is the main factor forcing English teachers to equip themselves with knowledge and skills for online teaching. It was found that English teachers in Vietnam were reluctant to conduct remote language teaching due to the lack of knowledge and skills of integrating technology in education, facilities, teaching condition, and parents’ interference. Contributions: The study concludes that English teachers in Vietnam experience hardship with the remote teaching and their challenges. With such understanding, it is suggested that instant support for teachers and continuous training should be provided to reduce the hardship and improve teachers’ skills in conducting online teaching. Keywords: English teaching, online teaching, teachers’ attitude, teacher training, educational technology. Cite as: Vo, T. K. A. (2022). English teachers’ attitude and challenges in facing immediate online teaching: A case study in Vietnam. Journal of Nusantara Studies, 7(2), 495-511. http://dx.doi.org/10.24200/jonus.vol7iss2pp495-511

An important part of the grammatical proficiency of students learning Turkish as a foreign language is the use of verb complements in terms of case suffixes used with verbs. The suffixes that determine the relations between nouns and verbs that make up the two main word categories of Turkish are case suffixes. Noun case suffixes, whose main function is to connect nouns to verbs, are one of the most difficult subjects for students learning Turkish as a foreign language. However, there are few studies on teaching noun case suffixes to foreign students. The aim of this study, which was prepared based on the deficiency in the relevant literature, is to determine the usage levels of noun case suffixes in the oral expressions of French bilingual Somalian students learning Turkish. The study group of the research consists of 25 Somalian  Somali students studying at the B1, B2 and C1 levels at Bursa Uludag University Turkish Teaching Center in the 2019-2020 academic year and voluntarily participated in this research. The data obtained within the scope of this research, which was designed as a qualitative case study, were analyzed according to the suffix category that provides the relationship between the noun case suffixes and the verbs in the sentence. Other functions of the noun case suffix that provide the connection between nouns and nouns, nouns and prepositions are excluded from the scope of the study. The research data obtained by the semi-structured interview technique were analyzed using frequency analysis, which is one of the sub-techniques of content analysis. As a result of the study, it was determined that 25 French bilingual Somalian students learning Turkish made mistakes at a rate of about half when using the verbs with case suffixes, and they used the nominative case with the least mistakes.

Purpose of the study: The study aims to find parallels between legal translation practice and training by analyzing the case study methods' capabilities and limitations in academic institutions. It presents a comparative research of various situations of professional communication and legal documents employed as learning tools for the case study method in a classroom environment. Methodology: The primary methods used in this research are case study method, analysis of ESP teaching materials, methods of comparative linguistics, descriptive statistics, and translation studies. The study rests on the use of translation techniques in Russian-English translation of case briefs that is why the author used algorithm-based machine translation software and grammar analysis software for in-depth analysis of legal documents. Main Findings: Regular exercise following the suggested patterns of language training based on comparative legal case studies improves the relative translation competence and students' readiness for written and oral 'on-the-spot' translation in Russian-English language pair. It develops professional cross-cultural communication skills at the end of the final semester of Legal English training. Applications of this study: The results of the research, including the suggested exercise patterns for implementing the case study method in teaching Russian-English translation, may be used as Legal English learning tools. Besides, some results of the research may contribute to the improvement of output quality of machine translation systems and the development of legal tech software. Novelty of this study: The article presents a case study method used in legal translation training and task design for advanced levels of Legal English. The secondary goal is to find teaching methods that may enhance the learning motivation of Legal English students by realistic scenarios of business simulation games. The novelty aspect is the practical use of adjustable frames in task design.

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers. Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative. Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively. If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking. Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students. Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms. This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue. This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers. The data was analysed based on theoretical proposition by Costa and Marzano. Findings revealed that teachers needed to improve their language of thinking. Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking. Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif. Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh. Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan. Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar. Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi. Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah. Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini. Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini. Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data. Sembilan orang guru sekolah rendah terlibat dalam kajian ini. Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano. Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai. Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

This paper concentrates on the language-in-education policy and practice in the Democratic Republic of Congo (DRC) particularly in Kalemie region. It intends to examine the practicality of language-in-education policy in schools and to examine the challenges pertaining to the implementation of the language of education policy. Data collection was done in four schools, two primary and two secondary schools in Kalemie region. The study employed a qualitative approach and the data were gathered through interviews, focus group discussions, observation and documentary review. Simple random sampling was used to get standard six pupils, form one students and teachers. The study employed the Proficiency Theory as a theory of bilingual education developed by Cummins. The study reveals that teachers from secondary schools use French language as a medium of instruction. It also indicates that language competence of the students is very weak. This is due to the transition from the national language, Kiswahili to French. The study notes that students are not comfortable with the medium of instruction, in this case French. It was discovered that, teachers face serious challenges on implementing the policy, such as students not being comfortable with the medium of instruction in the class, absence of teaching and learning materials, inadequate textbooks in schools, and lack of an organized library. However, the students indicated that, even if they have problems with French, they still prefer it to Kiswahili, since it is a language for their future job opportunities. The study recommends that there is a need for a political will to ensure the existence and growth of African languages and their position particularly in education.

This study focuses on the statistical analysis of the performance of students of different ages in solving electricity problems, after learning Physical Matter Sciences (PMS), Chemical Matter Sciences (CMS), Mathematical Sciences and Applications (MSA) and Mathematical and Computer Sciences (MCS) programs in the first year at Ibn Tofail University in Morocco. The student’s scores were obtained in mathematics (analysis and algebra), French, and electricity exams in terms of the 2017/2018 year. The data collected from the written student responses in the electricity exams were analyzed by SPSS software (version 25) using the multiple correspondence analysis method to study the influence of diverse variables: gender (M/F), age, and performance in analysis, algebra and French. The Cronbach's alpha coefficient (0.81) reflects the consistency and reliability of the used method, where 50% of the variability is explained by Dimension 1, and 36% is explained by Dimension 2. The discussion is made on the basis of previous studies conducted in secondary and university cycles of various contexts. It was found that students who perform better in solving electricity problems do not necessarily have a high level in the French teaching language. The teaching language correlates weakly with students' performance in solving electricity problems and their learning electrical concepts and phenomena. A positive correlation between performance in mathematics, particularly algebra, and performance in electricity is confirmed as stated elsewhere. So, the learning electricity at the university level cannot be done without deep mathematical knowledge. The analysis showed that the performance in electricity was not affected by the gender and age of the students.

Abstract The aim of this article is twofold: first, we apply the concept of “Language Making” – which is introduced in this thematic issue – to the domain of foreign language learning and teaching. More specifically, we investigate the role of teachers, as well as other social actors in the domain of foreign language education, in the making of foreign languages, i.e., their role in selecting varieties and forms that they deem appropriate to be learned. We assess how they justify their selections and which language ideologies inform their choices. A specific focus is on how these “foreign Language Makers” construe their linguistic expertise: how do they argue for the legitimacy of their “foreign Language Making”? Second, we argue that present day conceptions of the “ideal language teacher” have their roots in the past. Therefore, we include two case studies: our first case study zooms in on the Early Modern period and draws on introductions to foreign language textbooks from the 16th and 17th centuries. Our main sources are the multilingual textbooks of the Colloquia, et dictionariolum as well as the work of Gerard De Vivre, a language teacher and textbook author from Ghent who published French language textbooks for Dutch- and German-speaking learners in the second half of the 16th century. The second case study focuses on present-day teachers who teach Dutch as a foreign language at universities outside of the Dutch-speaking language area. For this analysis, we make use of data from qualitative interviews with 20 teachers, collected in 2015. We analyse, contrast and compare these cases, thereby taking into account the dynamics of socio-political and language ideological changes of the past centuries.

Programming and coding are important skills and competencies in the 21st century. Due to this importance, robotics programming has been introduced in the Malaysian education system since 2013. Robotics is important in education because it could be used to cultivate various skills. Various studies have been conducted on robotics and its applications in education, and proponents of robotics believe that using robotics to teach programming could be impactful and effective in the Malaysian education context. On the other hand, many students think that programming is challenging. Consequently, some questions have arisen, such as the suitable programming language or platform to be used in Malaysian Primary School and the best instructional method. Studies have also examined the existing robotics modules used in the teaching and facilitation (T&F) process, in which it was found that the current curriculum is focused on introducing robotic programming. In this regard, there is a need to explore the current teaching design, pedagogy, and teachers’ practices. Therefore, this study is aimed to explore the teachers’ practice in teaching robotics programming as part of the Design and Technology (RBT) subject in Primary School. This study discusses teachers’ practices, the issues in robotics programming education, the importance of robotics to education, especially in primary schools, and the robotics kits and programming languages or platforms commonly used in schools. This study is a qualitative case study, and data were collected using in-depth interviews. The findings of this study have produced several key themes, namely: (a) RBT teacher practices (GRBT) in T&F, (b) Strategies in lesson planning, (c) Challenges and obstacles of T&F, (d) Use of technology, and (e) Teacher’s commitment. These are hoped to help educators, education administrators, and policymakers to understand the implications of robotics teaching in teaching programming.

This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.

Background and Purpose: Second language (L2) learners have been observed making generation errors, i.e., derivational morphology, in the prospects of learning another language by translating it into their mother tongue. This research has studied these errors in L2 regarding derivational morphology. Methodology: This study was designed as descriptive research, using a quantitative approach to collect data. The respondents in this research are a total of 100 undergraduates who volunteered to take part, comprising 50 from the second semester, and 50 from the fourth semester who majored in French, and had been chosen using a purposive sampling method. The current study contained an expanded instrument that included each of the four sentences from each of the fourfold or more distractors, comprising 108 items. The affectability of learners to the use of these structures in an unfavourable syntactic situation was tested by crossing derivationally related suffixed shapes with their bases. Data obtained from the 108 item questionnaires was analysed inferentially using ANOVA and t-test. Findings: Results showed that learners were dissatisfied with the presence or absence of postfixes, implying that generation errors are a problem of performance rather than competence. Contributions: The current study discovered a gap between the creation of defined and curved structures, confirming phonetic hypotheses that differentiate these two morphological mechanisms. Moreover, this study suggested that the root structures and inferred frames are vulnerable to the area of an incidental postfix and to the nonattendance of a requisite one. Effects are greater at higher levels, suggesting that syntactic knowledge starts to improve in advanced learners. Keywords: Derivational morphology, language interference, bilingualism, translation, language teaching. Cite as: Akbari Motlaq, M. D., Tengku Mahadi, T. S., Adi Kasuma, S. A., & Zulkifli, Z. I. (2022). Investigating the impact of derivational morphology in foreign language acquisition: A case study. Journal of Nusantara Studies, 7(2), 184-xx. http://dx.doi.org/10.24200/jonus.vol7iss2pp184-201

Several studies have investigated the use of Digital Storytelling to foster Second Language Acquisition at primary school level from pre-service teachers’ perspectives. However, research regarding the employ of Book Creator, a digital book-making tool, to enhance students’ language, digital, and intercultural competences according to student teachers’ perceptions is still lacking. This article presents a case study carried out with 35 student teachers who participated in a workshop on teaching Italian as a Second Language through Digital Storytelling during a single cycle degree programme in Primary Teacher Education, at an Italian university. The study aimed at exploring pre-service teachers’ beliefs, practices, and needs regarding the use of Book Creator to train pupils’ language, digital, and intercultural skills within the multilingual and multicultural Italian primary school. Student teachers were asked to experiment Book Creator and to reflect about its didactic potentialities, from both students’ and teachers’ perspectives. Data were collected through a questionnaire, student teachers’ multimodal artifacts and teaching materials. Results show the efficacy of Book Creator as a learning tool aimed at enhancing pupils’ language competences, digital literacies, and intercultural awareness, as well as pre-service teachers’ interest in discovering further digital resources to foster Second Language Acquisition through Digital Storytelling.

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

Le langage corporel est souvent le parent pauvre en didactique du français langue étrangère que ce soit dans les recherches théoriques ou en classe de langue. Il constitue pourtant une sérieuse source d’interférences dans les situations de communication interculturelle. Cet article traite d’une approche originale du langage corporel en classe de français en s’appuyant sur les arts de la scène. La pratique du clown, du mime, la technique de déambulation en défilé de mode et quelques exercices de taiji quan (un art martial chinois) sont sollicités dans le cadre d’un cours visant à entrainer des apprenants de Taiwan à l’exercice du discours en public dans une perspective du langage corporel. Body Language and Cross-cultural Studies: A case study in Taiwan Body language is often neglected in theory and practice in the field of teaching French as a foreign language. This happens in spite of its importance in the many aspects of miscommunication between people of different cultures. This article deals with an original approach of body language by using various stage arts in the class of French. Exercises of clown, mime, catwalking and taiji quan (a Chinese martial art) are used to train students from Taiwan in the practice of oral discourse while focusing on body language.

The Language and Terminology Module in Question(s): Disciplinary Contents. The Case of the Students of the "English Studies" Department of the FLSH - Marrakech ABSTRACT: Study is in the field of foreign language didactics and more particularly the teaching/learning of French in the university environment. This idiom is of considerable importance in the Moroccan context. Our contribution aims to identify the different devices deployed by language and terminology teachers to solve certain language difficulties expected in comprehension and oral production of students from the "English studies" department recently enrolled in the first year. RÉSUMÉ: Notre étude relève du domaine de la didactique des langues étrangères et plus particulièrement l’enseignement/apprentissage du français dans le milieu universitaire. Cet idiome revêt une importance considérable dans le contexte marocain. Notre contribution se donne comme objectif de déceler les différents dispositifs déployés par les professeurs de langue et terminologie pour résoudre certaines difficultés langagières attendues en compréhension et en production orale des étudiants issus de département « études anglaises » récemment inscrits en première année.

Introduction: The elimination of unpleasant and time-consuming dressing changes, as well as the potential reduction in overall hospital costs, are potential benefits of primary closure. Recent studies suggest that perforated appendicitis may usually be principally closed without an increase in the wound infection rate compared to delayed primary closure, suggesting that the disagreement surrounding the best ways of wound management has died down. Objective: Studying the efficacy of primary versus delayed primary closure for appendectomy in patients with perforations Study design: Ayyub Teaching Hospital Abbottabad and Timergara Teaching Hospital Dir Lower. Study duration from January 2021 to June 2021. Material and Methods: Perforated appendix patients undergoing appendectomy between the ages of 18 and 45 were included. When an appendectomy was performed, the appendicular stump was not invaginated as is sometimes done nowadays. Interrupted 2/0 vicryl was used to stand in for muscles. Within the PC group, the external oblique was stitched shut with a continuous vicryl 0 suture. Using only regular saline, the wound washed and disinfected. For patients having delayed primary closure, dressing changes occurred daily; in the case of infection dressing changes occurred twice daily until the wound was closed. After the third postoperative day or once the infection had subsided in cases of infected wounds, the wound was closed after rejuvenating the edges. On the seventh postoperative day patients were evaluated for wound infection and length of hospital stay using the operational definition of success. Results: The patients' mean age was 37.3± 610.49 years. The average number of days someone spent in the hospital was 7.38 (1.25). Women made up 37 (or 61.70%) of the total, while men accounted for 23 (or 38.30%). Thirteen patients, or 21.70 percent, had an infected wound. Wound infections occurred in 11 patients in Group-A (the primary closure group) but only 2 patients in Group-B (the delayed closure group) (delayed primary closure). When comparing the rate of wound infection in groups B and A, a statistically significant difference was discovered (p=0.005). Hospitalization time was shorter for those in group A (6.24± 0.47 days) compared to those in group B (8.53± 0.51 days); p 0.001. Conclusion: Patients with a perforated appendix benefit more with primary closure than from delayed primary closure. Keywords: Primary closure, delayed primary closure, and a perforated appendix

Content teachers play an important role in the realisation of content-based language instruction. This article addresses the question to what extent subject teachers stimulate the language acquisition of their students and what cognitions are crucial to their way of teaching. Views on the importance of comprehensible input, opportunities to use language productively, and providing feedback were part of the analyses. The research was set up as two separate case studies: an exploratory study in a multicultural economies class in vocational education, and an intervention study in mathematics in a multicultural primary school. Data on teachers' behaviour consisted of videotape lessons; data on teachers' cognitions were collected through stimulated recall interviews, concept maps, and semi-structured interviews. The results show that the teachers in both educational contexts realise comprehensible input to some degree, but do not create opportunities to use the language actively and do not give feedback on linguistic aspects of students' utterances. Interventions by the researcher-observer, however, promote change in both teaching practice and in the thinking of subject teachers towards a more language-sensitive approach.

If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.

This article deals with reassessing Venetian Cinquecento painting in France in the 1820s. This research is a series of case studies related to this problem and providing various types of historical analysis. It examines particular artworks, artistic, social, political contexts, and the influence of Venetian art on the formation of a new artistic language in France in the 1820s. Using an analysis of a wide range of both visual and verbal primary sources, I explore theoretical and practical aspects of the reassessment of Venetian Cinquecento painting in early nineteenth-century France. The paper presents a detailed examination of various French publications of that time regarding Venetian art, as well as a comparative analysis of artworks by Venetian and French artists, namely, Jacopo Robusti, Paolo Veronese, Andrea Schiavone, Eugène Delacroix, Xavier Sigalon, and Eugène Devéria. In this article, I address the following questions. What was the knowledge about Italian Renaissance art in France in the early 19th century? What place did the Venetian school take among the Italian schools of painting in the French consciousness at that time? How was Venetian painting perceived, revisited and presented? How did it influence the formation of a new artistic language in the 1820s? This study reveals the causes, specifics, aspects, and far-reaching consequences of the reconsideration of Venetian Cinquecento painting in the 1820s and its significance for the understanding of the patterns of art development in 19th-century France.

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>

Many studies on indigenous education focus on measuring the indigenous students’ literacy and understanding the sociocultural blockades in learning; however, less studies have been done on reconnoitering the teachers’ experiences in teaching indigenous school children, especially in teaching the English language. The main objective of the study is to explore the challenges faced by English language teachers at an indigenous national school in teaching the English language. In addition, it will also explore the exertions made by the teachers in their quest of boosting the teaching and learning process. This study applied a case study approach to really understand the experiences of the teachers in teaching the indigenous children. The study was conducted at an indigenous national school that teaches 100% indigenous students. Data were collected through semi-structured interviews with nine primary school English language teachers. Data were analyzed using a thematic analysis, where data were transcribed verbatim, coded and characterized into substantial themes. The findings show that the English language teachers were faced with two main challenges which were navigating the learning issues of indigenous children and expertise issues of the teachers. However, despite the challenges, the teachers were constantly thinking of ways for the betterment of the indigenous students’ holistic achievement such as trying to understand the students’ cultural norms as well as nurturing the predisposition of students in learning. It is hoped that this study could contribute to the professional development efforts and supportive agendas for English language teachers teaching indigenous school children. Kebanyakan kajian pendidikan Orang Asli terfokus kepada pengukuran literasi murid Orang Asli dan juga tentang halangan sosio-budaya di dalam proses pembelajaran di sekolah; tetapi tidak banyak kajian di lakukan tentang pengalaman guru-guru yang mengajar murid Orang Asli di sekolah, terutamanya di dalam mengajar Bahasa Inggeris. Kajian ini meliputi tema penyediaan pendidikan holistik dengan meneroka cabaran yang dihadapi dan usaha yang dilakukan oleh guru-guru di sebuah sekolah kebangsaan Orang Asli di Malaysia. Kajian ini menggunakan pendekatan kajian kes dan dijalankan di sebuah sekolah kebangsaan Orang Asli di Semenanjung Malaysia. Kajian ini melibatkan sembilan guru Bahasa Inggeris di sebuah sekolah. Data dikutip melalui temubual berstruktur dan data kemudiannya dianalisis menggunakan analisis bertema, di mana data ditranskripsi, dikod dan dikategorikan mengikit tema yang signifikan. Dapatan kajian menunjukkan guru-guru berhadapan dengan dua cabaran utama iaitu gaya pembelajaran murid yang berbeza dan juga masalah kepakaran guru. Walau bagaimanapun, guru-guru juga berusaha untuk memahami budaya pelajar dan mengenal pasti kekuatan pelajar di dalam mendidik mereka. Adalah diharapkan bahawa dapatan kajian dapat menyumbang kepada pembangunan profesional dan juga menjadi agenda yang menyokong guru-guru Bahasa Inggeris yang mengajar di sekolah Orang Asli

Nowadays, education of seniors has become an important topic as the number of seniors in the population is continually growing all over Europe. In Slovakia, as well as in other European countries, Universities of the Third Age offer a variety of educational programs, out of which language courses have become most preferred. Seniors, as a specific group of language learners, have their own needs, wants and lacks which influence their motivation to step again into the role of a learner. The purpose of our study is to focus on those motivation factors that play an essential role in senior’s decision making to sign in the English language course and complete it. Based on the knowledge of motivation, we divide seniors’ motivational factors into two categories: primary factors (cognitive, social and personal) are present at the initial stage of signing in the course. Secondary factors (social relations within the group, teacher, teaching methods and success) have a significant impact on seniors in affecting them to continue or drop out the course. Analyzing four case studies, we attempt to find out how the intensity and combination of motivational factors change during the language course and what impact it has on learners.

In face of an ever-changing academic framework, all scholars working with pre-modern literature, art history, philosophy, are currently deeply challenged to explain and justify their fields of investigation. More and more foreign and language departments in the United States decide to cut out the Middle Ages and the early modern period as irrelevant to their teaching and research portfolio. Nevertheless, medieval research continues strongly, as the wealth of relevant publications indicates, coupled with energetic conferences, symposia, and other activities. But there are hardly any academic job opportunities, which make it harder and harder to convince graduate students to pursue a degree in medieval literature, for instance. The present study does not promise to offer a panacea against this general malaise, but will indicate, through the close reading of two literary examples, the enormous potentialities of this primary material to attract students and to provide meaningful, relevant, and perhaps even transformative seminars on the undergraduate and graduate level.

Purpose The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999). Design/methodology/approach The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994). Findings This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts. Research limitations/implications The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience. Originality/value The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.

Purpose: This paper endeavour is to address, the challenges faced by expatriate faculties while teaching International Business subject and case studies in classroom. Students lackingness with relevance to International Business subject; and paramountcy of a manager's role in achieving organizational goals in globalization era.Design/Methodology/Approach: This research adopts the empirical study method to analyse the essentialness of international Business subject at Undergraduate and Graduate level in Ethiopian universities. Personal interview method adopted to analyse the primary evidence through questioner. Handbook of theory and research for Higher education is considered for review of literature; discussion and analysis which fixates on affinity for learning practical business skills rather theoretical. Vigour, Impotency, Opportunity, and Threats analysis explores all challenges and hurdles in teaching International Business subject.Findings: The study finds the consequentiality of the international business subject at both UG & PG level and fluency in English language at university level. Less fluency in English influence the cognition system across the geography, it links the course curriculum design predicated the industry trend and authoritatively mandate; Adscititiously, the study concludes the integration of curriculum and research at university level concerning the context of International Business. Lack of vigilance about course theoretical paramountcy with respect to integration of countries trade.Research Limitations/Implications: Underutilization of resources, fail to update each program's importance, opportunities, and outcomes in university websites. Most of the MBA students are either commerce or social science rather diverse background like science, pharma, and engineering. University-Industry Linkage department is not prioritizing to organize focus group discussions among a diverse group of employers and students to determine the primary skills and consequential attributes look for in students.Originality/Value: Ministry of Higher Education and universities are not giving much importance to the International Business subject, albeit the country’s exports and imports. Only two or three (Addis-Ababa, Mekelle, and Adama) Ethiopian Universities are active in research in higher education because of the collaborative influence of foreign university faculties.

In this study the author will present how Human Intelligence (HI – nous), in co-operation with Artificial Intelligence (AI) – Internet can communicate his/her knowledge and interdisciplinary research to an international context (i.e., Erasmus exchange programs and/or international conferences). Having over a twenty-year experience of teaching ESP/EAP at a non-English University and over a twenty-five-year experience of editing research papers in English, the writer will present how a nous/student/researcher and an academic can use to his/her advantage IT tools, such as electronic dictionaries and forums. Finally, the author of this study will propose: (a) a couple of methods, which can be applied through AI (i.e., Google or any other search engines) so that the non-English nous/student/researcher/academic (a nous) will be certain that s/he communicates "correctly" and "appropriately" his/her research in an international context whose primary language of communication is English; and (b) a specific bilingual (or multilingual) knowledge management tool (i.e. an electronic TDB: Terminological Data Bank).

This paper proposes a web-based application designed to help elementary school students who have difficulty learning online independently and also their parents who are currently having difficulty teaching their children to study at home online, especially at this time of difficulty with a pandemic outbreak like COVID-19; this time does not allow for physical meetings for the learning process in primary schools. In this paper, we only focus on mathematics because based on several other studies, it is very difficult and important to learn mathematics at the beginning of educational activities such as at the elementary school level. In this paper, the system is modeled using the Unified Modeling Language (UML) tool in the form of a use case diagram which is used to describe the proposed business process and uses class diagrams to describe the database model diagram. In this case, the class diagram is used to describe the data in the class diagram where each class refers to a table in the database. The web-based application user interface is shown at the end to show the communication between users and applications, where this web-based application is implemented using Personal Home Pages (PHP) as server programming and using MySQL to store database model designs. Moreover, for the Intelligent Tutoring System (ITS), content was created using the Cognitive Tutor Authoring Tools (CTAT) which is an authoring tool for learning mathematics created by Carnegie Mellon University. In the end, this web-based application is expected to be used and support teachers as a complement to online mathematics learning, especially during difficult times such as during the COVID-19 pandemic.

With this volume, Acta linguistica is entering its 5th year. We would like to announce, with our great pleasure, that the journal has undergone some changes and will from now be published twice a year, with its summer and winter volume. This summer volume includes researches with a common topic of practicing a language, whether in educational, and religious institutions, or in the languages primary surroundings. In this spirit, the volume is divided into two parts, with the first devoted to the methodology of language teaching, focusing mainly on Chinese and Japanese language and presently still under-researched dyslexia role in language studies, and the second focusing on under-documented languages and their gap between language policies and the actual state of language use.The first paper by Katja Simončič, entitled Evaluating Approaches to Teaching and Learning Chinese Vocabulary from the Learning Theories Perspective: An Experimental Case Study, discusses two basic approaches to teaching Chinese vocabulary, and evaluates them based on the results of experimental study on Slovene students of Chinese.The next two papers deal with the different lexica in Japanese language. Nataliia Vitalievna Kutafeva's research, entitled Japanese Onomatopoeic Expressions with Quantitative Meaning analyzes the lexical mode of expression of quantitative meanings and their semantics with the help of onomatopoeic (giongo) and mimetic (gitaigo) words, and based on it proposes the new arrangement of semantic groups.Kiyomi Fujii’s research, entitled Blogging Identity: How L2 Learners Express Themselves, discusses identity expression in blogs by Japanese language learners on the intermediate and advanced level.The paper by Nagisa Moritoki Škof, Japanese Language Education and Dyslexia: On the Necessity of Dyslexia Research, shows an insight to dyslexia and through an outline of the present state of accepting and treating leaning disabilities in the Japanese education system stresses the importance of incounting dyslexia in language education in general.Manel Herat in his paper Functions of English vs. Other Languages in Sri Lankan Buddhist Rituals in the UK, analyzes the language shifts from the Sinhala and Pali languages to English at Buddhist festivals and sermons in UK. Next paper by Ali Ammar and his colleagues, Language Policy and Medium of Instruction Issue in Pakistan, briefly re-explores the situation of languages in the country and studies the latest language policy of Pakistan and its implications for local languages.The last research paper in this volume Bhadarwahi: A Typological Sketch was written by Amitabh Vikram Dwivedi and is an attempt to describe phonological and morphosyntactic features of the under-documented Bhadarwahi language belonging to Indo-Aryan language family.Finally, in the context of describing under-documented languages, the influence of the existing language policy is also noticed by Erwin Soriano FERNANDEZ and his book review on Pangasinan, entitled Panuntunán na Ortograpiya éd salitan PANGASINAN 2012. Manila: Komisyon sa Wikang Filipino.

Se presentan resultados de una investigación exploratoria sobre la enseñanza de la escritura y la formación en su didáctica en un programa universitario que forma profesores de lenguas extranjeras. La propuesta se inscribe en la intersección de los estudios de escritura en la universidad con la formación de docentes y con la didáctica de lenguas, ejes que atraviesan el currículo de la Licenciatura. El objetivo fue caracterizar la didáctica de la escritura en la primera fase del programa de estudios, para lo cual se examinaron prácticas de enseñanza de la escritura en lenguas extranjeras (inglés y francés) en los semestres 1 a 4. Metodológicamente, se optó por un estudio colectivo de casos y por trabajo colaborativo con colegas docentes. La entrevista semiestructurada, el grupo focal y la observación no participante aportaron los datos y para su procesamiento se utilizó el análisis de contenido y la triangulación. Encontramos que los profesores tienen un fuerte sentido de responsabilidad en relación con la enseñanza de la escritura orientada desde la didáctica de lenguas extranjeras. La enseñanza se configura de maneras diversas, no siempre conscientes o intencionales para servir como modelo didáctico para los docentes en formación y no se evidenciaron saberes estructurados y compartidos sobre didáctica de la escritura en las disciplinas. Queda abierta la pregunta por la formación en didáctica de la escritura como parte de las competencias profesionales de los profesores de lenguas extranjeras. This article presents the results of an exploratory study on the teaching of writing and the training in writing didactics in a foreign language teaching training program at a university. The proposal sits at the intersection of writing studies at university with teacher training and language didactics, axes of the curriculum of the BA. The objective was to characterize the didactics of writing in the first phase of the study program,. To this end, the teaching of writing in foreign languages (English and French) in semesters 1 to 4 was examined. The methodology consisted of a collective case study and collaborative work with fellow teachers. The semi-structured interview, the focus group and the observations provided the data and content analysis and triangulation were used for its processing. We found that teachers have a strong sense of responsibility with the teaching of writing, oriented from the didactics of foreign languages. Teaching is configured in different ways, not always consciously or intentionally to serve as a didactic model for teacher training and there was no evidence of structured and shared knowledge about the didactics of writing in the specific subjects. The question of training in the didactics of writing as part of the professional competencies of foreign language teachers remains open.

Republican China (1912–49) saw the rise and fall of a sub-field of source cultureinitiated foreign language translations of Chinese literature targeted at both expatriate and domestic audiences in China. This unique translation phenomenon, which challenges Gideon Toury’s generally held assumption that “translations are facts of target cultures,” has hitherto been under-researched in and outside of China. This paper presents the findings of a case study of George Kin Leung’s English translation of Lu Xun’s fictional masterpiece A Q Zhengzhuan (The True Story of Ah Q). Four socio-cultural factors which engendered the emergence of this sub-field in the early Republican years are analyzed. Inspired by French sociologist Pierre Bourdieu’s theory of the field of cultural production, this putative sub-field of restricted production is interpreted as functioning primarily on the basis of the accumulation of symbolic capital. Leung’s participation in the dynamics of this historical field is examined by tracing his professional trajectory, followed by an analysis of his motivation for translating A Q Zhengzhuan – to make a name for himself or to accumulate symbolic capital in the field. It is then found through text analysis that Leung’s version shows a combination of overall literalness and occasional license. A tentative explanation is sought by drawing on André Lefevere’s theory of rewriting. The primary conclusion is that Leung’s literalistic approach to translation was dictated by the intended readership and the translation norm (i.e., literal translation) that prevailed in 1920s’ China, while the liberties Leung took with the original text reveal the influence ofhis ideology, poetics and aesthetics.

Purpose of the study: The article discusses the national-cultural characteristics of the Chinese gender culture and methods of its implementation in linguistic units: words, phraseological units, euphemisms, proverbs, and sayings. This research also examines the nominative system of the Chinese language, the lexicon, as well as what ratings are attributed to men and women and in what semantic areas they are most clearly expressed. Methodology: In order to describe the internal form of gender vocabulary, the authors used the following methods common for studies: description, semantic definition, classification, and linguistic interpretation, and the statistical method (quantitative calculations). The etymological approach used to identify primary sources of gender vocabulary. Main Findings: A study of linguistic facts shows that the gender stereotypes of Chinese culture possess not only general cultural, but also general linguistic properties, which are fixed by different kinds of language units. Gender stereotypes in modern Chinese are objectified by an extensive and well-structured lexical and phraseological field, proverbs and sayings, case-texts (discourse) and other language units, which indicates its communicative relevance to Chinese linguistic consciousness. Applications/Implications of the study: The results of the study can be used in the further researches of gender stereotypes and its linguistic objectification in both related and genetically distant languages, in various types of discourse. The results of the work can also be used in the teaching of Chinese, as well as in courses on the theory and practice of translation, regional studies. The authors believe that the results of the study will help to better understand the native Chinese speakers, which can help increase the effectiveness of intercultural communication. Novelty/Originality of the study: In this article, the author first showed that gender stereotypes in modern Chinese are objectified by an extensive and well-structured lexico-phraseological field, proverbs and sayings, and other linguistic units, which testifies to its communicative relevance to Chinese linguistic consciousness. It is one of the first studies analyzed the language objectification of the gender code of Chinese culture.

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The present study is part of a complex research project, which, situated at the interface of sociolinguistics and language pedagogy, investigates the role of the pluricentricity of English and German in the Hungarian educational system. The focus of this study is on textbook families that are widely used and market leaders in Hungary, both in public education and in higher as well as adult education. The international literature on the pluricentricity of these two languages is extensive, and within it, the role of these languages in language teaching is receiving increasing attention. The comparative analysis upon which this paper is based analyses four textbook families (two English and two German ones) which are market leaders in Hungary, and cover the full range of proficiency levels from A1 to C1 of the Common European Framework of Reference for Languages. Thus, a total of 20 complete volumes (textbook, workbook, as well as supplementary and audio materials) are included in the analysis. Based on the recommendations of the relevant literature, which advocates the representation of pluricentricity primarily in the case of receptive skills, this paper examines the pluricentricity in three areas in language textbooks: (1) vocabulary, (2) reading comprehension, and (3) listening comprehension. The primary aim of the paper is to identify general trends, but to illustrate these, a number of specific examples are also analysed. The most fundamental finding of the study is that, in line with previous research, pluricentricity plays a rather marginal role in the textbook families studied. However, there are systematic differences between the textbook families published by different publishers, which suggests that it is possible to incorporate more pluricentric content in these materials, given an appropriate theoretical background and a sufficient degree of openness to linguistic variability. Although the differences resulting from pluricentricity are manifest at all levels of language, the textbook families studied focus almost exclusively on vocabulary differences, in some cases complemented by pronunciation. This is true not only of content aimed directly at developing vocabulary, but also of texts aimed at developing reading or listening comprehension. The study also looks at the thematic distribution of the pluricentric content, discovering significant anomalies, such as a strong over-representation of topics dealing with culinary specialities, especially in the case of German. On the positive side, compared with the results of previous studies of older publications from the same publisher, there is a greater emphasis on pluricentricity in the materials used today, which is an encouraging insight. The relevance and practical utility of this research is that it provides textbook publishers and curriculum developers with concrete, scientifically based recommendations based on the criticisms formulated on the basis of the scholarly analysis of the textbook families under study, which, if implemented, can bring language teaching and real language use closer together, and thus make the process of language learning more successful.

AbstractThe school environment of the 21st century is shaped by rapidly changing social and societal conditions that teachers need to adapt to, increasing linguistic, cultural and ethnic diversity among other things. The development of attitudes to cope with these constant societal transformations is one of the main challenges of teacher professionalization today. In this chapter, we concentrate on the self-positioning and argumentation patterns of two Luxembourgish primary school teachers. We focus on the question how these teachers construct differences and homogeneity, what kind of categories and norms they rely on (e.g. performance, sociocultural background, and language) and in how far mechanisms of in- and exclusion become visible.With its trilingual tradition and school system (mainly Luxembourgish, French and German), and at the same time a highly diverse society with more than 170 nationalities, Luxembourg represents a particularly interesting case. As the recent PISA studies have repeatedly shown, the Luxembourgish school system (including its traditional trilingualism and strong orientation on language education) produces a high degree of inequality, and represents an important challenge especially for children of migration.With our study, which is based on in-depth interviews and which adopts an analytical approach combining elements of content and discourse analysis, we found a tendency towards a backward oriented idealized orientation of the past and a high degree of insecurity. We also show which ambivalences the teachers are confronted with and their efforts to deal with these ambivalences.We hope to contribute to a deeper understanding of how teachers position themselves vis a vis the existing diversity in schools, and which discourse and argumentation patterns they rely on. We see this study as part of research on teacher professionalization that will be useful for reflexive pre- and in-service teacher training.

Background: Approximately 78% of chronic kidney disease (CKD) cases reside in low- and middle-income countries (LMICs). However, little is known about the care models for CKD in LMICs. Objective: Our objective was to update a prior systematic review on CKD care models in LMICs and summarize information on multidisciplinary care and management of CKD complications. Design: We searched MEDLINE, EMBASE, and Global Health databases in September 2020, for papers published between January 1, 2017, and September 14, 2020. We used a combination of search terms, which were different iterations of CKD, care models, and LMICs. The World Bank definition (2019) was used to identify LMICs. Setting: Our review included studies published in LMICs across 4 continents: Africa, Asia, North America (Mexico), and Europe (Ukraine). The study settings included tertiary hospitals (n = 6), multidisciplinary clinics (n = 1), primary health centers (n = 2), referral centers (n = 2), district hospitals (n = 1), teaching hospitals (n = 1), regional hospital (n = 1), and an urban medical center (n = 1). Patients: Eighteen studies met inclusion criteria, and encompassed 4679 patients, of which 4665 were adults. Only 9 studies reported mean eGFR which ranged from 7 to 45.90 ml/min/1.73 m2. Measurements: We retrieved the following details about CKD care: funding, urban or rural location, types of health care staff, and type of care provided, as defined by Kidney Disease Improving Global Outcomes (KDIGO) guidelines for CKD care. Methods: We included studies which met the following criteria: (1) population was largely adults, defined as age 18 years and older; (2) most of the study population had CKD, and not end-stage kidney disease (ESKD); (3) population resided in an LMIC as defined by the World Bank; (4) manuscript described in some detail a clinical care model for CKD; (5) manuscript was in either English or French. Animal studies, case reports, comments, and editorials were excluded. Results: Eighteen studies (24 care models with 4665 patients) met inclusion criteria. Out of 24 care models, 20 involved interdisciplinary health care teams. Twenty models incorporated international guidelines for CKD management. However, conservative kidney management (management of kidney failure without dialysis or renal transplant) was in a minority of models (11 of 24). Although there were similarities between all the clinical care models, there was variation in services provided and in funding arrangement; the latter ranged from comprehensive government funding (eg, Sri Lanka, Thailand), to out-of-pocket payments (eg, Benin, Togo). Limitations: These include (1) lack of detail on CKD care in many of the studies, (2) small number of included studies, (3) using a different definition of care model from the original Stanifer et al paper, and (4) using the KDIGO Guidelines as the standard for defining a CKD care model. Conclusions: Most of the CKD models of care include the key elements of CKD care. However, access to such care depends on the funding mechanism available. In addition, few models included conservative kidney management, which should be a priority for future investment. Trial registration: Not applicable.

International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges for host universities. In such a fallout, the connection between university communities and international students is more critical than ever. This connection is vital not only to university’s operations and recovery but more importantly, to international students’ learning and wellbeing. This in turn will have longer term impacts on host countries’ and universities’ sustainable international recruitment and reputation as a study destination. Therefore, it is timely to reflect on how we view and conceptualize the way we engage and work with international students. This article presents a new frame for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections. Conceptualize Student Connection Through Formal and Informal Curriculum Dis/connection has been argued to play “an important role in shaping international students’ wellbeing, performance and life trajectories” (Tran & Gomes, 2017, p. 1). Therefore, it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility. Some of the primary dimensions of international student connection vital to their academic and social experience and wellbeing have been identified as: • Connection with the content and process of teaching and learning• Bonding between host teachers and international students• Engagement with the university communities• Interaction between domestic and international students and among international peers• Integration into relevant social and professional networks, the host community, and the host society• Connection with family and home communities• Online and digital connection Based on interviews with around 400 international students, teachers, and international student support staff across different research projects, I identified four main principles underpinning effective engagement and support for international students. Most participants stressed the importance of understanding international students’ study purposes, needs, expectations, and characteristics in the first place in order to meaningfully and productively engage with and cater for this cohort (Tran, 2013). Second, effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations. Third, a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students’ engagement with the classroom community. In this regard, connection is intimately linked to international students being included and valued intellectually and culturally in teaching and learning, and in being treated as partners (Green, 2019; Tran, 2013) rather than ‘others’ in the curriculum. Fourth, to position international students as truly an integral component of campus communities, it is essential to develop explicit approaches to engage them not only academically and interculturally, but also mentally and emotionally, especially during hard-hitting crises in international education such as the 2019–2020 COVID-19 outbreak, the 2003 SARS epidemic, and the 2001 September 11 attacks. Productive Connectedness The lack of engagement between international and domestic students is often identified as a primary area for improvement for universities that host international students, especially in Anglophone countries (Leask, 2009). While international education is supposed to strengthen people-to-people connections and enrich human interactions, ironically it is this lack of connection with the local community, including local students, that international students feel most dissatisfied about in their international education experience. To support and optimize the learning and wellbeing of international students, productive connectedness is essential. Productive connectedness is not simply providing the mere conditions for interaction between domestic and international peers (Tran & Pham, 2016). These conditions alone cannot ensure meaningful and real connectedness but can just lead to artificial or surface engagement between international students and the host communities. Productive connectedness is centered around creating real opportunities for international and local students to not only increase their mutual understandings, but importantly also to reciprocally learn from the encounter of differences and share, negotiate, and contribute to building knowledge, cultural experiences, and skills on a more equal basis. In this regard, productive connectedness is integral to optimizing teaching and learning for international students. Teaching and Learning for International Students Over the past 15 years, I and my colleagues have undertaken various research on conceptualizing the teaching and learning process for international students, an evolving and dynamic field of scholarship (Tran, 2011; Tran, 2013a, 2013b; Tran & Nguyen, 2015; Tran & Gomes, 2017; Tran & Pham, 2016). Figure 1 summarizes the six interrelated dimensions of teaching and learning for international students emerging from our research: connecting, accommodating, reciprocating, integrating, “relationalizing,” and empathy. Connecting It is critical in effective teaching and learning for international students that conditions are provided to engage them intellectually, culturally, socially, and affectively. Curriculum, pedagogies, and assessment activities should aim at supporting international students to make transnational knowledge, skills, experience, and culture, as well as people-to-people connections (Tran, 2013). Accommodating Effective teaching and learning for international students cannot be achieved without an effort to understand their purposes to undertake international education, their cultural and educational backgrounds, their characteristics, their identities, and their aspirations. Good teaching and learning practices in international education are often built on educators’ capacities to tailor their curriculum and pedagogies to cater to international students based on an understanding of their study purposes, backgrounds, and identities. Reciprocating Reciprocal learning and teaching is integral to international education (Tran, 2011). It is centered around positioning international students as co-constructors of knowledge and educators as reciprocal co-learners (Tran, 2013b). It refers to extending beyond mutual understanding and respect for diversity, to validate and reciprocally learn from diverse resources, experiences, and encounters of differences that international classrooms can offer. This is vital to making international students feel included and valued as an integral part of the curriculum and the university community. Integrating Integrating refers to the purposeful incorporation of international examples, case studies, materials, and perspectives into the curriculum. Strategies to diversify the teaching and learning content and pedagogies are closely connected with de- Westernizing the curriculum and moving away from Euro-centric content (Tran, 2013a). Integrating contributes to enriching students’ global awareness, world mindfulness, and intercultural competence, which are central to internationalizing student experience and outcomes. “Relationalizing” “Relationalizing” is crucial in assisting domestic and international students to develop open-minded and ethno-relative perspectives. Engaging students in a comparing–contrasting and reflexive process about professional practices, prior experiences, and cultural norms in different countries represents a critical step in assisting them to develop multiple frames of reference and build capacities to relationally learn from richly varied perspectives and experiences that an international classroom can offer. Empathy International students’ sense of belonging to the classroom and university community significantly depends on the empathy local teachers and students display toward them. Teachers can develop activities that enable students to develop an understanding and empathy toward what it feels like to be an international student in an unfamiliar academic and social environment, studying in a language that is not their mother tongue. One of the teacher-participants in our research shared an activity she used to help all students develop empathy:I asked for volunteers, I’d speak to them in English and they had to answer in their language. The group had to try and figure out from their body language and tone of voice what they were actually saying to me...But what I try and make them understand that part of the reason we’re doing that, not in English, is because it’s like excluding the local students and it’s making them look like foreigners and to understand the challenge. Conclusion Effective practices in engaging, teaching, and learning for international students enrich the international classroom community and optimize learning for all, including international and domestic students and teachers themselves (Carroll & Ryan, 2007; Tran, 2013b; Tran & Le, 2018). Good pedagogical practices in teaching and learning for international students depend on teachers’ commitment to step outside of their comfort zone and take on a new learning curve (Tran, 2013). It is, however, vital that internationalizing teaching and learning and building intercultural interactions among students from diverse backgrounds and—in particular between international and domestic students—should be prioritized at both program and course development levels, making them explicit in course objectives and assessments (Tran & Pham, 2016). It is crucial to have a coherent whole-institution approach toward a purposeful, transformative, and empathetic internationalization of teaching and learning content, pedagogies, and assessment, one that is supported by the broader institution’s core goals about internationalizing the student experience and graduate outcomes. An internationalized program of learning for international and domestic students alike should prioritize enhancing their abilities to learn from global encounters, abilities to connect and empathize, skills to navigate intercultural relationships, and skills to capitalize on opportunities and also to deal with pressures and challenges. Importantly, the teaching and learning for international students needs to be built on an approach emphasizing people-to-people empathy and people-to-people connections.

Increasing preoccupations and interest manifested for the Romanian language as a foreign language compose a focused and clear expression in the volume “Romanian as a foreign language. Methodology and cultural applicability”, launched at the Turku University publishing house, Finland (2018). The editors, Paul Nanu (Department of Romanian Language and Culture, University of Turku, Finland) and Emilia Ivancu (Department of Romanian Studies of the Adam Mickiewicz University of Poznań, Poland) with this volume, continue a series of activities dedicated to the promotion of the Romanian language and culture outside the country borders. This volume brings together a collection of articles, previously announced and briefly presented at a round table organized by the two Romanian lectors, as a section of the International Conference “Dialogue of cultures between tradition and modernity”, (Philological Research and Multicultural Dialogue Centre, Department of Philology, Faculty of History and Philology, “1 Decembrie 1918” University of Alba Iulia). The thirteen authors who sign the articles are teachers of Romanian as a foreign language, either in the country or abroad. The challenge launched by the organisers pointed both at the teaching methods of Romanian as a foreign language – including the authors’ reflections upon the available textbooks (Romanian language textbooks) and the cultural implications of this perspective on the Romanian language. It is probably no accident that the first article of the aforementioned volume – “Particularities of teaching Romanian as a foreign language for the preparatory year. In quest of “the ideal textbook’’ (Cristina Sicoe, University of the West, Timișoara) – brings a strict perspective upon that what should be, from the author’s point of view, “the ideal textbook”. The fact that it does not exist, and has little chances ever to exist, could maybe be explained by the multitude of variables which appear in practice, within the didactic triangle composed by teacher – student – textbook. The character of the variables is the result of particular interactions established between the components of the triad. A concurrent direction is pointed out by the considerations that make the object of the second article, “To a new textbook of Romanian language as a foreign language’’ (Ana-Maria Radu-Pop, University of the West, Timișoara). While the previous article was about an ideal textbook for foreign students in the preparatory year of Romanian, this time, the textbook in question has another target group, namely Erasmus students and students from Centres of foreign languages. Considering that this kind of target group “forms a distinct category”, the author pleads for the necessity of editing adequate textbooks with a part made of themes, vocabulary, grammar and a part made of culture and civilization – the separation into parts belongs to the author – that should consider the needs of this target group, their short stay in Romania (three months to one year) and, last but not least, the students’ poor motivation. These distinctive notes turn the existent RFL textbooks[1] in that which the author calls “level crossings”, which she explains in a humorous manner[2]. Since the ideal manual seems to be in no hurry to appear, the administrative-logistic implications of teaching Romanian as a foreign language (for the preparatory year) should be easier to align with the standards of efficiency. This matter is addressed by Mihaela Badea and Cristina Iridon from the Oil & Gas University of Ploiești, in the article “Administrative/logistic difficulties of teaching RFL. Case study”. Starting from a series of practical experiences, the authors are purposing to suggest “several ideas to improve existent methodologies of admitting foreign students and to review the ARACIS criteria from March 2017, regarding external evaluation of the ‘Romanian as a foreign language’ study programme”. Among other things, an external difficulty is highlighted (common to all universities in the country), namely the permission to register foreign students until the end of the first semester of the academic year, meaning around the middle of February. The authors punctually describe the unfortunate implications of this legal aspect and the regrettable consequences upon the quality of the educational act. They suggest that the deadline for admitting foreign students not exceed the 1st of December of every academic year. The list of difficulties in teaching Romanian as a foreign language is extremely long, reaching sensitive aspects from an ethical perspective of multiculturalism. This approach belongs to Constantin Mladin from Ss. Cyril and Methodius University in Skopje, Macedonia, who writes about “The role of the ethical component in the learning process of a foreign language and culture. The Macedonian experience”. Therefore, we are moving towards the intercultural competences which, as the author states, are meant to “adequately and efficiently round the acquired language competences”. In today’s Macedonian society, that which the author refers to, a society claimed to be multiethnic, multilingual and pluriconfessional, the emotional component of an intercultural approach needs a particular attention. Thus, reconfigurations of the current didactic model are necessary. The solution proposed and successfully applied by Professor Constantin Mladin is that of shaking the natural directions in which a foreign language and culture is acquired: from the source language/culture towards the target language/culture. All this is proposed in the context in which the target group is extremely heterogeneous and its “emotional capacity of letting go of the ethnocentric attitudes and perceptions upon otherness” seem to lack. When speaking about ‘barriers’, we often mean ‘difficulty’. The article written by Silvia Kried Stoian and Loredana Netedu from the Oil & Gas University of Ploiești, called “Barriers in the intercultural communication of foreign students in the preparatory year”, is the result of a micro-research done upon a group of 37 foreign students from 10 different countries/cultural spaces, belonging to different religions (plus atheists), speakers of different languages. From the start, there are many differences to be reconciled in a way reasonable enough to reduce most barriers that appear in their intercultural communication. Beneficial and obstructive factors – namely communication barriers – coexist in a complex communicational environment, which supposes identifying and solving the latter, in the aim of softening the cultural shock experienced within linguistic and cultural immersion. Several solutions are recommended by the two authors. An optimistic conclusion emerges in the end, namely the possibility that the initial inconvenient of the ethnical, linguistic and cultural heterogeneity become “an advantage in learning the Romanian language and acquiring intercultural communication”. Total immersion (linguistic and cultural), as well as the advantage it represents as far as exposure to language is concerned, is the subject of the article entitled “Cultural immersion and exposure to language”, written by Adina Curta (“1 Decembrie 1918” University of Alba Iulia). Considered to be a factor of rapid progress and effectiveness of acquisition, exposure to language that arises from the force of circumstances could be extended to that what may be named orchestrated exposure to language. This phrase is consented to reunite two types of resources, “a category of statutory resources, which are the CEFRL suggestions, and a category of particular resources, which should be the activities proposed by the organizers of the preparatory year of RFL”. In this respect, we are dealing with several alternating roles of the teacher who, besides being an expert, animator, facilitator of the learning process or technician, also becomes a cultural and linguistic coach, sending to the group of immersed students a beneficial message of professional and human polyvalence. A particular experience is represented by teaching the Romanian language at the Sapienza University of Rome, Italy. This experience is presented by Nicoleta Neșu in the article “The Romanian language, between mother tongue and ethnic language. Case study”. The particular situation is generated by the nature of the target group, a group of students coming, on the one hand, from Romanian families, who, having lived in Italy since early childhood, have studied in the Italian language and are now studying the Romanian language (mother tongue, then ethnic language) as L1, and, on the other hand, Italian mother tongue students who study the Romanian language as a foreign language. The strategies that are used and the didactic approach are constantly in need of particularization, depending on the statute that the studied language, namely the Romanian language, has in each case. In the area of teaching methodology for Romanian as a foreign language, suggestions and analyses come from four authors, namely Eliana-Alina Popeți (West University of Timișoara), “Teaching the Romanian language to students from Romanian communities from Serbia. Vocabulary exercise”, Georgeta Orian (“1 Decembrie 1918” University of Alba Iulia) “The Romanian language in the rhythm of dance and hip-hop music”, Coralia Telea (“1 Decembrie 1918” University of Alba Iulia), “Explanation during the class of Romanian as a foreign language” and Emilia Ivancu (Adam Mickiewicz University of Poznań, Poland), “Romanian (auto)biographic discourse or the effect of literature upon learning RFL”. The vocabulary exercise proposed to the students by Eliana-Alina Popeți is a didactic experiment through which the author checked the hypothesis according to which a visual didactic material eases the development of vocabulary, especially since the textual productions of the students, done through the technique that didactics calls “reading images”, were video recorded and submitted to mutual evaluation as well as to self-evaluation of grammar, coherence and pronunciation. The role of the authentic iconographic document is attested in the didactics of modern languages, as the aforementioned experiment confirms once again the high coefficient of interest and attention of the students, as well as the vitality and authenticity of interaction within the work groups. It is worth mentioning that these students come from the Serbian Republic and are registered in the preparatory year at the Faculty of Letters, History and Theology of the West University of Timișoara. Most of them are speakers of different Romanian patois, only found on the territory of Serbia. The activity consisted of elaborating written texts starting from an image (a postcard reproducing a portrait of the Egyptian artist Eman Osama), imagining a possible biography of the character. In the series of successful authentic documents in teaching-learning foreign languages, there is also the song. The activities described by Georgeta Orian were undertaken either with Erasmus students from the preparatory year at the “1 Decembrie 1989” University of Alba Iulia, or with Polish students (within the Department of Romanian Studies in Poznań), having high communication competences (B1-B2, or even more). There were five activities triggered by Romanian songs, chosen by criteria of sympathy with the interests of the target group: youngsters, late teenagers. The stake was “a more pleasant and, sometimes, a more useful learning process”, mostly through discovery, through recourse to musical language, which has the advantage of breaking linguistic barriers in the aim of creating a common space in which the target language, a language of “the other”, becomes the instrument of speaking about what connects us. The didactic approach, when it comes to Romanian as a foreign language taught to students of the preparatory year cannot avoid the extremely popular method of the explanation. Its story is told by Coralia Telea. With a use of high scope, the explanation steps in in various moments and contexts: for transmitting new information, for underlining mechanisms generating new rules, in evaluation activities (result appreciation, progress measurements). Still, the limits of this method are not left out, among which the risk of the teachers to annoy their audience if overbidding this method. Addressing (Polish) students from the Master’s Studies Program within the Romania Philology at the Adam Mickiewicz University of Poznań, Emilia Ivancu crosses, through her article, the methodological dimensions of teaching Romanian as a foreign language, entering the curricular territory of the problematics in question by proposing an optional course entitled Romanian (auto)biographic discourse”. Approaching contact with the Romanian language as a foreign language at an advanced level, the stakes of the approach and the proposed contents differ, obviously, from the ones only regarding the creation and development of the competence of communication in the Romanian Language. The studied texts have been grouped into correspondence/epistolary discourse, diaries, memoires and (auto)biography as fiction. Vasile Alecsandri, Sanda Stolojan, Paul Goma, Neagoe Basarab, Norman Manea, Mircea Eliade are just a few of the writers concerned, submitted to discussions with the help of a theoretical toolbox, offered to the students as recordings of cultural broadcasts, like Profesioniștii or Rezistența prin cultură etc. The consequences of this complex approach consisted, on the one hand, of the expansion of the readings for the students and, on the other hand, in choosing to write dissertations on these topics. A “tangible” result of Emilia Ivancu’s course is the elaboration of a volume entitled România la persoana întâi, perspective la persoana a treia (Romania in the first person, perspectives in the third person), containing seven articles written by Polish Master’s students. Master’s theses, a PhD thesis, several translations into the Polish language are also “fruits” of the initiated course. Of all these, the author extracted several conclusions supporting the merits and usefulness of her initiative. The volume ends with a review signed by Adina Curta (1 Decembrie 1918 University of Alba Iulia), “The Romanian language, a modern, wanted language. Iuliana Wainberg-Drăghiciu – Textbook of Romanian language as a foreign language”. The textbook elaborated by Iuliana Wainberg-Drăghiciu (“1 Decembrie 1918” University of Alba Iulia) respects the CEFRL suggestions, points at the communicative competences (linguistic, sociolinguistic and pragmatic) described for levels A1 and A2, has a high degree of accessibility through a trilingual dictionary (Romanian-English-French) which it offers to foreign students and through the phonetic transcription of new vocabulary units.

AbstractBackground:Inverted nasal papilloma is a benign tumour with variable biological behaviour. It is a unique neoplasm and is often difficult to manage, being characterised by a tendency to recur following excision, an association with malignancy and an ability to destroy bone. Radiological diagnosis has traditionally been based on computed tomography, but it is often impossible to differentiate between polyps with entrapped debris and inverted nasal papilloma. Magnetic resonance imaging, especially T2-weighted images, is perhaps a better tool in differentiating inverted nasal papilloma from other nasal lesions, and has recently been advocated as the imaging modality of choice.Aims:To review the evidence on the ideal imaging modality for pre-operative planning of surgery for patients with histologically proven inverted nasal papilloma.Materials and methods:A systematic review of studies was undertaken, focusing on radiological assessment of inverted nasal papilloma (primary and recurrent). All English language articles were potentially included in the review. However, we excluded single case reports, case series, pictorial essays, ‘teaching’ reviews and reviews of inverted nasal papilloma not focusing on pre-operative imaging.Results:Sixteen studies were identified based on our search strategy. Only 10 fulfilled our criteria. Computed tomography scanning was the standard imaging modality of choice for assessing sinus involvement of inverted papilloma and for planning the extent of surgery. T2-weighted magnetic resonance imaging scans were able to distinguish tumour (intermediate signal) from inflammatory tissues (bright signal), but not post-operative scarring from recurrent tumour. No studies were found which compared the specificity and sensitivity of magnetic resonance imaging and computed tomography in the accurate pre-operative identification of the extent of inverted papilloma.Conclusions:There is currently not enough evidence to suggest one sole modality as providing optimum imaging for inverted nasal papilloma. Computed tomography remains the imaging modality of first choice for inverted nasal papilloma, despite certain disadvantages. Magnetic resonance imaging is able to distinguish tumour from inflammation and is advocated as a better tool for recurrent tumour, but bone destruction of sinus walls is less easy to recognise, compared with computed tomography. Evaluation of sinus tumours usually involves both imaging modalities, and inverted nasal papilloma should be included within this pathological group. The cohort of patients is usually small, so cost-effectiveness should not generally be an issue when considering whether to use computed tomography, magnetic resonance imaging or both. A well structured, prospective study is needed to evaluate the efficacy of magnetic resonance imaging versus computed tomography for pre-operative planning of histologically proven inverted nasal papilloma.

NOTICIAS / NEWS (“Transfer”, 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on Non-Professional Interpreting & Translation (NPIT3) Zurich University of Applied Sciences, Suiza 5-7 Mayo 2016. www.zhaw.ch/linguistics/npit3 5. 3rd Postgraduate Symposium – Cultural Translation: In Theory and as Practice. University of Nottingham, UK, 18 Mayo 2016. Contact: uontranslation2016@gmail.com 6. 3rd Taboo Conference – Taboo Humo(u)r: Language, Culture, Society, and the Media, Universitat Pompeu Fabra (Barcelona) 20-21 Sep. 2016. https://portal.upf.edu/web/taco 7. Postgraduate Conference on Translation and Multilingualism Lancaster University, UK, 22 Abril 2016. Contacto: c.baker@lancaster.ac.uk 8. Translation and Minority University of Ottawa (Canadá), 11-12 Nov. 2016. Contacto: rtana014@uottawa.ca 9. Translation as Communication, (Re-)narration and (Trans-)creation Università di Palermo (Italia), 10 Mayo 2016 www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/convegni/translation 10. From Legal Translation to Jurilinguistics: Interdisciplinary Approaches to the Study of Language and Law, Universidad Pablo de Olavide, Sevilla, 27-28 Oct. 2016. www.tinyurl.com/jurilinguistics 11. Third International Conference on Research into the Didactics of Translation. Universitat Autònoma de Barcelona, 7-8 Julio 2016 http://grupsderecerca.uab.cat/pacte/en/content/second-circular-1 12. EST Congress – Expanding the Boundaries or Strengthening the Bases: Should Translation Studies Explore Visual Representation? Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/18-expanding-the-boundaries-or-strengthening-the-bases-should-translation-studies-explore-visual-representation/ 13. Tourism across Cultures: Accessibility in Tourist Communication Università di Salento, Lecce (Italia). 25-27 Feb. 2016 http://unisalento.wix.com/tourism 14. Translation and Interpreting Studies at the Crossroad: A Dialogue between Process-oriented and Sociological Approaches – The Fourth Durham Postgraduate Colloquium on Translation Studies Durham University, UK. 30 Abril – 1 Mayo 2016. www.dur.ac.uk/cim 15. Translation and Interpreting: Convergence, Contact, Interaction Università di Trieste (Italia), 26-28 Mayo 2016 http://transint2016.weebly.com 16. 7th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies. Universitat Autònoma de Barcelona, 1 Julio 2016. http://pagines.uab.cat/simposi/en 17. Translation Education in a New Age The Chinese University of Hong Kong, Shenzhen, China 15-16 Abril 2016. Contact: Claire Zhou (clairezhou@cuhk.edu.cn) 18. Audiovisual Translation: Dubbing and Subtitling in the Central European Context, Constantine the Philosopher University, Nitra (Eslovaquia). 15-17 Junio 2016. https://avtnitraconference.wordpress.com 19. Cervantes, Shakespeare, and the Golden Age of Drama Madrid, 17-21 Oct. 2016 http://aedean.org/wp-content/uploads/Call-for-papers.pdf 20. 3rd International Conference Languaging Diversity – Language/s and Power. Università di Macerata (Italia), 3-5 Marzo 2016 http://studiumanistici.unimc.it/en/research/conferences/languaging-diversity 21. Congreso Internacional de Traducción Especializada (EnTRetextos) Universidad de Valencia, 27-29 Abril 2016 http://congresos.adeituv.es/entretextos 22. Translation & Quality 2016: Corpora & Quality Université Charles de Gaulle Lille 3 (Francia), 5 Feb. 2016 http://traduction2016.sciencesconf.org/?lang=en 23. New forms of feedback and assessment in translation and interpreting training and industry. 8th EST Congress – Translation Studies: Moving Boundaries, Aarhus University (Dinamarca), 15-17 Sep. 2016. www.bcom.au.dk/est2016 24. Intermedia 2016 – Conference on Audiovisual Translation University of Lodz (Polonia), 14-16 Abril 2016 http://intermedia.uni.lodz.pl 25. New Technologies and Translation Université d’Algiers (Argelia). 23-24 Feb. 2016 Contacto: newtech.trans.algiers@gmail.com 26. Circulation of Academic Thought - Rethinking Methods in the Study of Scientific Translation. 11 - 12 Dec. 2015, University of Graz (Austria).https://translationswissenschaft.uni-graz.at/de/itat/veranstaltungen/circulation-of-academic-thought 27. The 7th Asian Translation Traditions Conference Monash University, Malaysia Campus, 26-30 Sep. 2016. http://future.arts.monash.edu/asiantranslation7 28. “Translation policy: connecting concepts and writing history” 8th EST Congress – Translation Studies: Moving Boundaries Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/13-translation-policy-connecting-concepts-and-writing-history 29. International Conference – Sound / Writing: On Homophonic Translation. Université de Paris (Francia), 17-19 Nov. 2016 www.fabula.org/actualites/sound-writing-on-homophonic-translationinternational-conference-paris-november-17-19-2016_71295.php 30. Third Hermeneutics and Translation Studies Symposium – Translational Hermeneutics as a Research Paradigm Technische Hochschule, Colonia (Alemania), 30 Junio-1 Julio 2016 www.phenhermcommresearch.de/index.php/conferences 31. II International Conference on Economic Financial and Institutional Translation. Université du Québec à Trois-Rivières (Canadá), 17-18 Agosto 2016. www.uqtr.ca/ICEBFIT 32. International Congress - liLETRAd 2016-Cátedra LILETRAD. Literature Languages Translation, Universidad de Sevilla, 6-8 Julio 2016. https://congresoliletrad.wordpress.com 33. Transmediations! Communication across Media Borders Linnæus University, Växjö (Suecia), 13–15 Oct. 2016 http://lnu.se/lnuc/linnaeus-university-centre-for-intermedial-and-multimodal-studies-/events/conferences/transmediations?l=en 34. Translation Education in a New Age, 15-16 Abril 2016. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Contacto: chansinwai@cuhk.edu.cn 35. Translation and Time: Exploring the Temporal Dimension of Cross-cultural Transfer, 8-10 Diciembre 2016. Departamento de Traducción, The Chinese University of Hong Kong. Contacto: translation-and-time@cuhk.edu.hk. 36. Du jeu dans la langue. Traduire les jeux de mots / Loose in Translation. Translating Wordplay, 23-24 Marzo 2017, Université de Lille (France) https://www.univ-lille3.fr/recherche/actualites/agenda-de-la-recherche/?type=1&id=1271. Contacto: traduirejdm@univ-lille3.fr, julie.charles@univ-lille3.fr 37. Translation and Translanguaging across Disciplines. EST Congress 2016 “Translation Studies: Moving Boundaries”, European Society for Translation Studies, Aarhus (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/12-translation-and-translanguaging-across-disciplines/ Contacto: nune.ayvazyan@urv.cat; mariagd@blanquerna.url.edu; sara.laviosa@uniba.it http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/submission/ 38. Beyond linguistic plurality: The trajectories of multilingualism in Translation. An international conference organized jointly by Bogaziçi University, Department of Translation and Interpreting Studies, and Research Group on Translation and Transcultural Contact, York University, Bogaziçi University, 1-12 Mayo 2016. Contacto: sehnaz.tahir@boun.edu.tr, MGuzman@glendon.yorku.ca 39. "Professional and Academic Discourse: an interdisciplinary perspective". XXXIV IConferencia Internacional de la Sociedad Española de Lingüística Aplicada (AESLA), 14-16 Abril 2016. Interuniversity Institute for Applied Modern Languages (IULMA) / Universidad de Alicante. http://web.ua.es/aesla2016. Contacto: antonia.montes@ua.es. 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MASTERS: 1. Seminario: Breaking News for French>English and English>French Translators King's College Cambridge, UK, 8-10 Agosto 2016 Contacto: translateincambridge@iti.org.uk 2. Curso on-line: Setting Up as a Freelance Translator Enero – Marzo 2016. Institute of Translation & Interpreting, UK https://gallery.mailchimp.com/58e5d23248ce9f10c161ba86d/files/Application_Form_SUFT_2016.pdf?utm_source=SUFT+December+Emailer&utm_campaign=11fdfe0453-Setting_Up_as_a_Freelance_Translator12_7_2015&utm_medium=email&utm_term=0_6ef4829e50-11fdfe0453-25128325 3. Curso: Using Interpreters for Intercultural Communication and Other Purposes (COM397CE) http://darkallyredesign.com/what-we-do/using-interpreters-for-intercultural-communication 4. Workshop: How to Write and Publish Your Scholarly Paper In cooperation with the European Association of Science Editors (EASE) New Bulgarian University, Sofia (Bulgaria), 21-23 Marzo 2016 www.facebook.com/events/1511610889167645 http://esnbu.org/data/files/resources/ease-nbu-seminar-march-2016-fees.pdf 5. Posgrado: II Postgraduate Course on Spanish Law Taught in English "Global study". Universidad Internacional de Andalucía / Colegio de Abogados de Málaga. www.unia.es/cursos/guias/4431_english.pdf 3) CURSOS DE VERANO / SUMMER COURSES: 1. STRIDON – Translation Studies Doctoral and Teacher Training Summer School, Piran (Eslovenia), 27 Junio – 8 Julio 2016 www.prevajalstvo.net/doctoral-summer-school 2. Training in Translation Pedagogy Program School of Translation and Interpretation, University of Ottawa (Canadá), 4-29 Julio 2016. https://arts.uottawa.ca/translation/summer-programs 3. 2016 Nida School of Translation Studies. Translation, Ecology and Entanglement, San Pellegrino University Foundation, Misano Adriatico, Rimini (Italia), 30 Mayo – 10 Junio 2016. http://nsts.fusp.it/Nida-Schools/NSTS-2016 4. TTPP - Intensive Summer Program in Translation Pedagogy University of Ottawa (Canadá), 4-29 Julio 2016. http://arts.uottawa.ca/translation/summer-programs-2016/ttpp 5. CETRA Summer School 2016. 28th Research Summer School University of Leuven, campus Antwerp (Bélgica), 22 Agosto – 2 Sep. 2016. Contacto: cetra@kuleuven.be. http://www.arts.kuleuven.be/cetra 4) LIBROS / BOOKS: 1. Varela Salinas, María-José & Bernd Meyer (eds.) 2016. Translating and Interpreting Healthcare Discourses / Traducir e interpretar en el ámbito sanitario. Berlín : Frank & Timme. www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-79-maria-jose-varela-salinasbernd-meyer-eds-translating-and-interpreting-healthcare-disc/backPID/transued-arbeiten-zur-theorie-und-praxis-des-uebersetzens-und-dolmetschens-1.html 2. Ordóñez López, Pilar and José Antonio Sabio Pinilla (ed.) 2015. Historiografía de la traducción en el espacio ibérico. Textos contemporáneos. Madrid: Ediciones de Castilla-La Mancha. www.unebook.es/libro/historiografia-de-latraduccion-en-el-espacio-iberico_50162 3. Bartoll, Eduard. 2015. Introducción a la traducción audiovisual. Barcelona: Editorial UOC. www.editorialuoc.cat/introduccion-a-la-traduccion-audiovisual 4. Rica Peromingo, Juan Pedro & Jorge Braga Riera. 2015. Herramientas y técnicas para la traducción inglés-español. Madrid: Babélica. www.escolarymayo.com/libro.php?libro=7004107&menu=7001002&submenu=7002029 5. Le Disez, Jean-Yves. 2015. F.A.C.T. Une méthode pour traduire de l’anglais au français. París: Ellipses. www.editions-ellipses.fr/product_info.php?cPath=386&products_id=10601 6. Baker, Mona (ed.) 2015. Translating Dissent: Voices from and with the Egyptian Revolution. Londres: Routledge. www.tandf.net/books/details/9781138929876 7. Gallego Hernández, Daniel (ed.) 2015. Current Approaches to Business and Institutional Translation / Enfoques actuales en traducción económica e institucional. Berna: Peter Lang. www.peterlang.com/download/datasheet/86140/datasheet_431656.pdf 8. Vasilakakos, Mary. 2015. A Training Handbook for Health and Medical Interpreters in Australia. www.interpreterrevalidationtraining.com/books-and-resources.html 9. Jankowska, Anna & Agnieszka Szarkowska (eds) 2015. New Points of View on Audiovisual Translation and Media Accessibility. Oxford: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=83114 10. Baer, Brian James (2015). Translation and the Making of Modern Russian Literature, Londres: Bloomsbury. Translation and the Making of Modern Russian Literature is the inaugural book in a new Translation Studies series: Bloomsbury’s “Literatures, Cultures, Translation.” 11. Camps, Assumpta. 2016. La traducción en la creación del canon poético (Recepción de la poesía italiana en el ámbito hispánico en la primera mitad del siglo XX). Berna: Peter Lang. 5) REVISTAS / JOURNALS: 1. JoSTrans, The Journal of Specialised Translation, nº especial sobre Translation & the Profession, Vol. 25, Enero 2016. www.jostrans.org 2. Translation and Interpreting – Nº especial sobre Community Interpreting: Mapping the Present for the Future www.trans-int.org/index.php/transint. 3. inTRAlinea – Nº especial sobre New Insights into Specialised Translation. www.intralinea.org/specials/new_insights 4. Linguistica Antverpiensia NS-Themes in Translation Studies, 2015 issue, Towards a Genetics of Translation. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/view/16 5. Quaderns de Filologia, Nº especial sobre Traducción y Censura: Nuevas Perspectivas, Vol. 20, 2015. https://ojs.uv.es/index.php/qdfed/issue/view/577 6. The Translator – Nº especial sobre Food and Translation, Translation and Food, 2015, 21(3). www.tandfonline.com/eprint/ryqJewJUDKZ6m2YM4IaR/full 7. Current Trends in Translation Teaching and Learning E, 2015, 2 www.cttl.org/cttl-e-2015.html 8. Dragoman Journal of Translation Studies. www.dragoman-journal.org 9. Current Trends in Translation Teaching and Learning E. Edición especial sobre Translation Studies Curricula Across Countries and Cultures. www.cttl.org 10. International Journal of the Sociology of Language, Nº especial sobre Translation Policies and Minority Languages: Theory, Methods and Case Studies http://fouces.webs.uvigo.es/CallForPapersIJSLTranslationPolicies.pdf 11. Nº especial de The Interpreter and Translator Trainer 11(2) – Employability and the Translation Curriculum www.tandfonline.com/doi/full/10.1080/1750399X.2015.1103092 12. InTRAlinea. Nº especial sobre Building Bridges between Film Studies and Translation Studies www.intralinea.org/news/item/cfp_building_bridges_between_film_studies_and_translation_studies 13. Nº especial de TranscUlturAl: Comics, BD & Manga in translation/en traduction https://ejournals.library.ualberta.ca/index.php/TC/announcement/view/290 14. The Journal of Translation Studies 2015, 16(4) Nº especial sobre Translator and Interpreter Training in East Asia Contacto: Won Jun Nam: wjnam@hufs.ac.kr, wonjun_nam@daum.net 15. TRANS Revista de Traductología, 19(2), 2015. www.trans.uma.es/trans_19.2.html 16. Between, 9, 2015 – Censura e auto-censura http://ojs.unica.it/index.php/between/index 17. Translation Studies, Nº especial sobre Translingualism & Transculturality in Russian Contexts of Translation http://explore.tandfonline.com/cfp/ah/rtrs-cfp3 18. Translation & Interpreting, 7:3, 2016 www.trans-int.org/index.php/transint/issue/view/38 19. "The translation profession: Centres and peripheries" The Journal of Specialised Translation (Jostrans), Nº. 25, Enero 2016. The Journal of Translation Studies is a joint publication of the Department of Translation of The Chinese University of Hong Kong and the Chinese University Press. Contact: jts.tra@cuhk.edu.hk, james@arts.cuhk.edu.hk 19. Nuevo artículo: "The Invisibility of the African Interpreter" por Jeanne Garane, Translation: a transdisciplinary journal http://translation.fusp.it/. Contact: siri.nergaard@gmail.com.