Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In order to investigate the beliefs of future teachers about reading, a mixed textual content analysis was carried out. Participant was 364 future teachers of Primary Education (n = 202) and Early Childhood Education (n = 162) from 9 Chilean universities. The verbalizations of these future teachers reveal diverse beliefs about reading (inter and intrasubjects) that range from tools to cultural practice. Contrary to expectations, a predominance of notions characterized by a low number of facets and an emphasis on definitions from the experiential, independent of the career and years of training, is empirically verified. Thus, the classification of beliefs, simultaneously considering wealth and specialization, shows a high concentration in the simple experiential type, that is, with low specialization and low richness (71%), while the complex specialized type (high specialization, and richness) only reaches 11%. Along with discussing the complex implications of these findings for pedagogical practice and the training of reading teachers, an analysis scheme for beliefs about reading is also provided, this could contribute to new studies about this topic.

Grammatical tradition and formal semantics have associated determiner "todo" ("˜all') with meanings of quantification, adverbial modification and attributive modification. This article analyzes the use of this element in contexts in which it shows an additional meaning to those mentioned. In particular, this study shows that, like its counterpart in languages such as English, Spanish "todo" can be used to introduce canonical and alternative forms of direct speech. The data presented –extracted from the social network Twitter and collected with the R software– suggest that "todo" has developed a pragmatic function and has become part of the quotative system in Spanish. The analysis of structures and use of quotative todo is carried out within the framework of the notion of expansion, and it is discussed with regard to the question whether this type of meaning is a product of a grammaticalization process understood as the implementation of a mechanism of analogy.

Without judging the pertinence or appropriateness of the uses of inclusive language, we will focus on the discursive-linguistic analysis of the resolutions passed by four Argentinean Universities that have accepted the inclusive language in one or more of its forms and for different types of oral and written academic productions. Our goal is to show that the meaning of discourse is not veritative or depends on the voluntary and intentional choices of the subjects; rather the effects of meanings are constructed in a dialogic and argumentative way. Guided by the Dialogic Approach to Argumentation and Polyphony, we argue that the abovementioned resolutions systematically propose an image of the enunciation which would be caused by dialogic discourse (semi)frames that need to be recovered, and that refer to discursive practices related to the use of language itself and its correlation with social practices. At the same time, we show how in those dialogic responses, some critical positions of the subject become apparent. These give back to the subject the illusion of being the master of its own word.

The article focuses on the possible relationship between the syntactic functions of experiential deponent verbs which they diachronically undergo an activization process and some change in their transitivity continuum. The aim of this research is to determine how the transitivity of syntactic construction influences the activization process of the verbs misereor, contemplor and palpor. Through a corpus work of Latin texts, the casual encoding of the semantic roles of Experiencer and Stimulus was identified, both from activizated deponents and from deponentia tantum in Preclassical and Classical Latin. As a conclusion, the activizated deponents tend diachronically to become more transitive, since a new restriction for the intransitive structures arises in Classical Latin: they cannot appear with the active formations of such verbs. This corroborates the existence of an instability period in Early Latin which provide the path to establish the activization in Late Latin.

We study the linguistic ideologies in the missionary-colonial works on Mapudungun language: Arte (Luis de Valdivia, 1606), Arte (Andrés Febres, 1765) and Chilidúgú (Bernardo de Havestadt, 1777). To do this, we establish theoretical relationships between linguistic ideologies and missionary linguistics, and we define an interpretive study. In the analysis, we focus on the notion of Mapudungun as a general language and on the universality-particularity of language. With this work, we corroborate the presence of linguistic ideologies in the set, which justifies that we use it as a corpus.

This paper characterizes and contrasts the lexical and syntactic structures that name the diversity of referents in sports newspaper articles in five languages: Spanish, French, English, Italian and German. Firstly, we detect the main referents of each article, identifying the structures, particularly noun phrases (including pronouns), used in the corpus that allude the referents. Secondly, we determine how regularly journalists mention each referent. Finally, we compare the syntactic configuration of the structures. With this study, we find that the structures to name the referents help with the cohesion of the text, expediting its reading and avoiding the repetition of the referents.

Starting from a bibliographic review, the aim of this article is to present an overview about current development of Clinical Linguistics. We start with description of framework proposed by Crystal for, later, discuss the problem of intelligibility which is presents between the different disciplines interested in study of language disturbances. Then, functional theoretical character is emphasized which has been adopting within clinical context. Also, it is described current state of Clinical Linguistics in Hispanic ambit and it is highlighted the shortage of this kind of researches in Latin America. Finally, it is concluded that is necessary foment the development of this kind of researches in this region because the most results and data that we have about language disturbances in Spanish belong to peninsular Spanish.

In S. XIII and XIV Spanish, it is possible to find agreement between the quantifier and the noun, along with the item de in the same quantified construction: muchos de árvoles [1275, Alfonso X, General Estoria]. In this paper, we revise some criteria that allow us to identify these sequences as examples of indefinite quantification, and thus draw a picture of the possibilities of marking between the quantified noun and the quantifier.