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

Profile, missions and training are some of the main topics in community interpreting researches. This paper aims to give a clear view about the situation in French speaking Belgium. The state of the art and some statistics make it clear that this discipline is improving more and more, but without academic training programs, recognition and professionalization, this will be difficult to achieve.

In the midst of the uncertainty that prevails on the concepts of fantasy and myth, this article aims to clarify their points of convergence and divergence. It does so from well-known fairy tales (Tom Thumb, The Sleeping Beauty) in both traditional (Perrault) and contemporary (Tournier) versions. The angle of focus, transcendence, allows to offer a series of safe criteria to analyse these and many other similar.

Isabelle Eberhardt, Leïla Sebbar, Azza Filali, Malika Madi and Leïla Marouane are five writers with Maghreban connections (as proved in this article) who, in their works (four short stories and four novels), depict several characters of mad women. Firstly, we aim to analyse the descriptions the authors use to express their characters’ madness, then we identify the contexts in which behaviours, considered as abnormal by the other characters or the narrator, erupt. Finally, we try to determine the origin of those women’s madness (or supposed psychosis). Generally, the answer can be found in the violence exerted on the young lady or woman, whether it be social, parental or masculine-based violence, in relation to the cultural and geographical context. As such, the representation of madness, originating from the exclusion imposed on women by an abusive patriarchal system, through the eyes of Maghrebi women, seems to be an inherent trait of women’s literature in Maghreb.

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In this article we study developments that underwent the magazine L'Instant, published in a first stage –from July 1918 to February 1919– in Paris, under the direction of the poet and critic Catalan Joan Pérez-Jorba. Between August and October 1919 goes to edit in Barcelona, by Joaquim Horta i Cunill. In this new stage both the purpose and the principles that will guide the magazine changed radically to become antagonistic of which resulted in the creation of the magazine. We also analyse the determining influence of Catalan socio-cultural reality of the moment in this evolution.

Taking as its starting point documents held in different Spanish and French archives and libraries, this paper discusses the activities of Casimiro Monier – entrepreneur, bookseller and owner of a reading cabinet – and his two attempts to found a journal français de Madrid in 1842 and 1843 as a means to reinforce cultural bonds between Spain and France. More specifically, the focus is on the troubled history of his reading cabinet and the less short-lived of his newspapers, L’International, which was active between October and December 1843

Water stress is a physiological reaction of plants to the limited availability of water. The study assessed the effect of stress on seedlings of Gliricidia sepium grown in greenhouse conditions, using control plants and two types of stress (linear and cyclic). Stress generated reductions in height growth of 30 % and foliar leaf 40 %. Plants with linear stress showed severe stress with minimal physiological values at 98 days (photosynthesis 4.51 µmol m-2.s-1, transpiration 6.56 µmol m-2.s-1, conductance 48.6 µmol m-2.s-1), on the other hand, plants with cyclic stress, although they were exposed to moderate stress, showed recovery with stable final physiological values (photosynthesis 12.96 µmo m-2..s-1, perspiration 6.22 µmol m-2.s-1, conductance 196.05 µmol m-2s-1), with a 30 % growth delay with respect to the control plants, finding that 42 days of stress the condition is severe.

Colombia is one of the countries with greatest diversity of orchids, with 4270 native estimated species, of which 199 present some kind threat. Knowing the characteristics that determine their distribution is necessary to design conservation programs. This study aims to know the influence of biotic and abiotic factors on the distribution of orchids in a relict of high Andean forest in the region, of Cundinamarca, Colombia, for this purpose information was collected on the orchids found in nine transects of 50 m x 4 m. The environmental factors that had the greatest influence on the distribution of orchids were the altitude and the percentage of moss cover, as well as the characteristics inherent to the communities of forophytes, in the case of epiphytic species. Establishing orchid distribution patterns will allow, in the future, to design conservation programs for this particular flora and the high Andean forest in general.

This article reports on a qualitative study that aims to explore on how the notion of imagined communities elucidates issues concerning identity and foreign language learning and teaching. The research questions that frame this study are the following: (1) What are the imagined identities (English as a Foreign Language (EFL)) students have constructed to learn English when enrolling in an English bachelor programme?, (2) How are these imagined identities connected to the imagined community they feel affiliated with? and (3) How are these imagined identities linked to the language practices of the EFL classroom? Narrative inquiry was used as the research method to answer these questions. Autobiographies were also written by the 26 participants enrolled in an English teacher education programme at a university in Colombia. Furthermore, written narratives and interviews were conducted with 15 students from an English bachelor programme at a university in Hungary. The study was conducted during one academic semester. The L2 motivational self-system theory, the theory of possible selves and the concepts of imagined communities and identities framed this research. Three salient categories emerged from the analysis of the narratives, namely, (1) bicultural identity: belonging to a worldwide community, (2) possible selves: broadening the scope of possibilities and (3) becoming an English teacher: an ongoing process.

Initial teacher education programmes for future English teachers in Chile have been in the spotlight and under constant analysis in the last decade. The main reasons are the new demands of a globalised world, the current undergraduate programmes in the area that present a constant divorce between English and pedagogy and the consistently low student achievement outcomes on the standardised tests applied by the educational system. Under the previous considerations, this work reports on a pedagogical experience of implementing a new proposal for English teacher preparation offered by a university from the south of Chile. This innovative new teacher education programme is based on the following three important components: (1) the competency-based model adopted by the university, (2) the integration of the content and pedagogical knowledge in the programme and (3) the adoption of an immersion programme focussed on content and language integration. The data gathering and analysis comprise documents and pre-mid-point progress tests. The preliminary results show a marked improvement in the level of students’ English and an increase in their acquisition of the pedagogical concepts. Whilst minor changes are crucial to improve some aspects of the programme proposal, the overall results are promising.