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

Taula de continguts Dels editors Begoña Bellés-Fortuño Articles  Alfabetització multimodal en entorns acadèmics: PowerPoint com a gènere motivacional. Stefania Consonni Presentacions de PowerPoint a l'aula: reavaluació del gènere. Larissa d’Angelo Escoltant amb els ulls: enfocaments multimodals de l'apreciació artística a l'escola primària. Ruth Breeze Comentaris dels professors vs. comentaris generats per ordinador: un enfocament en els articles. Tamara Hernández Puertas Crítiques de llibres i multimèdia  Arlene Archer and Esther Odilia Breuer. Multimodalitat en l'Educació Superior. Lucía Bellés-Calvera

Autor/s C. A. BowersUniversity of Oregon   ABSTRACT The conduit view of language that is widely taken-for-granted in the education of English speaking cultures has marginalized awareness that most of the English vocabulary are metaphors whose meanings were framed by the analogies that can be traced back to earlier thinkers. Thus, words such as “property”, “wealth”, “progress”, “individualism”, “tradition”, “woman”, and so forth, carry forward the earlier ways of understanding—including the prejudices and silences of earlier eras. This essay addresses several of the implications of this process of linguistic colonization of the present by the past within the English speaking communities, as well as how the largely unrecognized process of cultural colonization by the past may be reproduced in teaching English as a second language. One of most important implications relates to how the meaning of words framed by earlier thinkers who were unaware of environmental limits continues to perpetuate the same patterns of thinking that is now globalizing an economic system that is ecologically unsustainable. Another implication of not recognizing that the metaphorical nature of the English vocabulary has a history is that when learning English is associated with becoming modern and progressive, the process of cultural colonization continues. What is often marginalized are the intergenerational forms of knowledge, skills, and mutually supportive relationships that both English and non-English speaking cultures need to revitalize as alternatives to the consumer-oriented lifestyle that has such an ecologically destructive footprint.

Autor/s Alejandro Curado FuentesUniversity of Extremadura, Spain   ABSTRACT This paper describes the results from the analysis of English and Spanish corpora from the CHILDES database for the design of adapted hypermedia (AHS) content in English at the pre-elementary school level. In general, linguistic and paralinguistic information from selected CHILDES transcripts can contribute to the organisation of pedagogical content. In the corpus analysis, it is found that many conversational patterns in children’s L1, mainly collaborative situations, present significant multimodal aspects, which are often correlated with meta-discursive items and markers. The integration of specific multimodal traits in the AHS lessons can be useful for the learners’ L2 development. The use of AHS serves as a naturally resulting resource for multimodality and interactiveness in children’s L2 communicative development.

Autor/s Martin WarrenResearch Centre for Professional Communication in EnglishEnglish Department, The Hong Kong Polytechnic University   ABSTRACT There is increasing interest in researching phraseology and intertextuality, but they are not usually studied together. This paper explores the implications of combining the two in the learning and teaching of English for professional communication. Using data compiled at the Hong Kong-based Research Centre for Professional Communication in English, in combination with the recently developed corpus linguistics methodology of ‘congramming’ (Cheng et al. 2006, Cheng et al. 2009), this study investigates how intertextuality can be signalled in a corpus of discourse flows. A discourse flow is a series of interconnected discourses and the flows in this study were collected from a professional over a period of one week. Concgramming is the process of fully automatically identifying concgrams in a text or corpus. Concgrams are co-occurrences of words (e.g. hard and work) irrespective of any constituent variation (work hard, work very hard, work so very hard, etc.) and positional variation (i.e. work hard, hard work, etc.) that might be present. Using concgrams extracted from the discourse flow corpus, examples of frequent phraseologies associated with the signalling of intertextuality are identified and their role in the realisation of intertextuality discussed.

Autor/s Elizabeth Neely and Viviana CortesGeorgia State University   ABSTRACT For English as a second language (ESL) or English as a foreign language (EFL) students, high academic listening skills are essential in order to succeed at the university level, and yet instructional materials in academic listening often lack authenticity (Flowerdew and Miller 1997). As corpus-based data has become more prevalent and corpus-based findings have become more and more accessible, ESL/EFL instructors are now in a position to investigate how language is actually used in the content classroom and to design lessons accordingly. The present study focuses on the use of lexical bundles, defined as recurrent word combinations, in academic lectures. A small group of lexical bundles which are frequently found in spoken academic language are examined in order to carefully analyze their function in this register, comparing the use of bundles by instructors to that of students. The findings of this comparison are used as the basis for the design of a series of academic listening lesson plans, focusing on those bundles that most often occur in academic lectures and the functions they perform in that context.

Autor/s Mercedes Querol-JuliánUniversitat Jaume I, Spain   ABSTRACT Discussion sessions of conference paper presentations are spontaneous and unpredictable, in contrast to the prepared lecture that precedes them. These can be challenging, especially for novice presenters whose worst fear is to fail to understand the second meaning of a question or comment, and who know it is not only the quality of the research that is judged but also their prestige and worth. Additionally, spoken academic genres have traditionally been explored by focusing on the transcription of speech and disregarding the multimodal nature of spoken discourse. This study offers a comprehensive account of the design of a multimodal corpus of discussion sessions, where audio, video, transcriptions and annotations are time-synchronised. This multilayer analysis provides examples (not only of linguistic utterances of rhetorical moves and multimodal evaluation, but also of how they are actually expressed paralinguistically and kinetically), which can be used in the classroom and to design learning-teaching materials.

Taula de continguts Dels editors Mari Carmen Campoy CubilloMiguel F. Ruiz Garrido Articles  Multimodalitat en sessions de discussió: compilació i pedagogia de corpus. Mercedes Querol-Julián Una aproximació al llenguatge basat en corpus i les funcions multimodals en els intercanvis comunicatius des de molt jove per al disseny de continguts adaptats per hipermèdia. Alejandro Curado Fuentes Sonar natural: millorar les habilitats de presentació oral. Maria Grazia Busà Canvi d'espais, mentalitats en expansió: Cap a les literacies L2 en un curs multimodal de comprensió lectora. Heidi VaaralaJuha Jalkanen Multimodalitat i comprensió auditiva: comprovació i implementació de materials d'aula. Elena Domínguez RomeroCarmen Maíz Arévalo Crítiques de llibres i multimèdia  Gena R. Bennet. Utilitzar CORPORA a l'Aula d'Aprenentatge d'Idiomes: Corpus Linguistics for Teachers. Nur Yigitoglu Andre Gillet. Utilitzant l'anglès per a propòsits acadèmics. Guia per a estudiants en educació superior. Mónica-Stella Cárdenas-Clarós

Autor/s Gerald VizenorUniversity of New Mexico   ABSTRACT The Constitution of the White Earth Nation was ratified by sworn delegates on April 4, 2009. The Constitution declares a separation from the current federal constitution that consolidated six Anishinaabe or Chippewa reservations in Minnesota. This federal constitutional association has not served the specific interests of the citizens of the White Earth Reservation. The disposition of treaty land, for instance, and the uses of natural resources cannot equitably be decided by any other government or federation of reservations. Forty citizen delegates were appointed to deliberate the appropriate formation of an independent reservation government. In the past two years after three two-day Constitutional Conventions on the White Earth Reservation, Gerald Vizenor was named the principal writer of the new constitution. The Constitution of the White Earth Nation was ratified at the fourth Constitutional Convention. The ratified Constitution will soon be presented to the citizens of the reservation as a referendum.

Dels Editors MULTIMODALITAT EN ELT Aquest número aborda la Multimodalitat en l'ensenyament de la llengua anglesa. La multimodalitat es refereix a la combinació de diversos modes comunicatius (so, imatges com gràfics o imatges, vídeo, text escrit, discurs transcrit, etc.) en un sol text. Parlem de text multimodal perquè entendre aquest text implica comprendre la interacció entre tots els seus components en els diferents formats. El repte per als lingüistes que treballen en l'àmbit de l'ensenyament de llengües és la necessitat de dur a terme investigacions teòriques sobre l'estructura del text multimodal i sobre les possibles formes d'adaptar i integrar aquests textos multimodals en el disseny de material pedagògic.

Dels Editors Benvingut al tema inaugural de Language Value. Aquest diari en línia internacional es va concebre com un fòrum de lliure accés per a tots els estudiosos de tot el món. Ens agradaria donar les gràcies als nostres col · legues del Departament d'Estudis Anglesos pel seu suport a l'inici d'aquesta nova revista. Des dels seus inicis, ens ha confiat plenament (els editors) i en les nostres decisions. Ens complau veure que ara es converteixi en una realitat i també li agraïm al Servei de Publicacions i Comunicació de la Universitat Jaume I treballar amb nosaltres per fer d'aquesta revista la primera revista en línia completa publicada per la nostra universitat.