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The following study reports the preliminary results of an investigation into the reading experiences of students entering the Pedagogy program in Spanish Language and Communications at a state university in southern Chile. The objective was to know and characterize the reading capital and the motivations that students have towards reading, understanding by reading capital, the collection, and repertoire of works of literature reported by the students, and by motivations towards reading, the impulse that actively directs behavior towards achieving an objective as a reader (Aragón and Arias, 2013). The research was developed from the qualitative paradigm. Surveys, semi-structured interviews, and focus groups with two cohorts of students were used to collect data. Data processing was carried out through content analysis, establishing categories derived from the speeches and testimonies of the study subjects. The findings reveal the diversity of inherited cultural capital and coincidences between cohorts concerning the importance of literature in the development of imagination and creativity. [ABSTRACT FROM AUTHOR]

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The project "Doing theology from existential peripheries" is an investigation carried out by the Migrants and Refugees Section of the Dicastery for Promoting Integral Human Development of the Holy See. Its objective is to deepen the teaching of Pope Francis and promote a renewal of theology. The project seeks to discover the wisdom of those who have been marginalized and excluded from society and the Church, in order to nourish and grow Christian thought from a deep sense of faith. Interviews and discussion groups have been conducted in different cities to gather information on ten common themes related to faith and the transformation of lives and hearts. The article presents a theological research on the experience of existential peripheries in different regions. In Europe-Mediterranean, Teresa Forcades highlights the wisdom of the marginalized who have experienced failure and find God in that process. In North America, Stan Chu Ilo and Meghan J. Clark emphasize the importance of listening to and accompanying those on the peripheries of life, seeking to understand their stories and experiences. The objective of the research is to identify the theological aspects in these situations and find the hope and lament of those on the peripheries. This text reflects on the inclusion of LGBT+ Catholics in the Church and the need to create safe spaces for them. Experiences of exclusion and discrimination are mentioned, but it also highlights the importance of considering all people as brothers and sisters in Christ. Additionally, it discusses the resistance of migrants and the importance of defending the dignity of the most vulnerable. Finally, it emphasizes the importance of listening to and learning from the experiences of the poor and weak, as they also have much to teach. The article speaks about the importance of listening to the voices of existential peripheries and how this is part of Pope Francis' aggiornamento plan for the Church. The need for inclusive and humble leadership is highlighted, as well as the importance of doing theology from existential peripheries. Examples from Africa and Oceania are mentioned, where the importance of listening to the poor and indigenous peoples is emphasized, and how their relationship with creation is intrinsically linked to their identity and culture. The text presents the concerns and fears of communities in Oceania due to the threat of climate change and the destruction of their homes and livelihoods. The rise in sea level, loss of crops and marine species, and destruction of native forests are highlighted. Additionally, the relationship of these communities with the land and the importance of preserving it are mentioned. The article also addresses inclusion in the Catholic Church, especially in relation to women and LGBTQ+ individuals. The difficulties faced by immigrant mothers are mentioned, and the exclusion of women from ordination is questioned. The stance of Pope Francis towards LGBTQ+ individuals is highlighted, although the need to eliminate hurtful language in the official teaching of the Church is noted. The gradual changes introduced by the Pope to empower women and address discrimination against LGBTQ+ individuals are mentioned. [Extracted from the article]

Objective/context: The decade of the 1920s witnessed a significant transformation in Peruvian political culture with the widespread recognition of the indigenous problem as a socioeconomic phenomenon, which paved the way for new political languages. This article aims to recover the role of myth in the Peruvian indigenista debate during this period. Specifically, it delves into the literary polemic of indigenismo in 1927, focusing on how intellectuals from Lima, Cusco, and Puno bestowed their arguments with legitimacy, effectively intertwining literature and history through the incorporation of mythical elements. Methodology: The study proposes an examination of the arguments put forth by indigenista intellectuals using the tools of conceptual history, drawing heavily from Hans Blumenberg's work on myth. This theoretical framework helps uncover the semantic foundations of Peruvian indigenist's language and sheds light on the historical temporalities of their political projects. Originality: This article advances a novel analysis of the intellectual field by reinterpreting primary sources related to the 1927 indigenismo polemic, reconstructing synchronic languages on national identity, and highlighting the role of myth as a significant rhetorical device. By exploring how supporters of indigenismo creatively employed myth to imagine the past and mobilize politically, this study uncovers previously overlooked conceptual shifts and their mythical underpinnings. Conclusions: The study argues that myth played a crucial role in shaping the political language of a new generation of Peruvian intellectuals. Indigenismo facilitated the emergence of novel conceptual frameworks that interrogated national identity, accelerated expectations of change, and incorporated mythical elements from indigenous experiences, including rebellions in the south and the activities of the Comité Pro-Derecho Indígena Tahuantinsuyo. Concepts such as nation and socialism were democratized and imbued with mythical significance, reflecting the diverse temporalities within the indigenista movement. [ABSTRACT FROM AUTHOR]

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In recent decades in Colombia, low English scores on standardized tests have been attributed to teachers. However, language policies should be reviewed to determine their impact on educational institutions. For this reason, an exploratory systematic review was carried out with the objective of seeking references in relation to the impact of the National Bilingualism Plan (PNB) and the reflections and contributions of the authors on the initial training of primary school teachers for bilingualism in Colombia. This review is a partial result of the doctoral thesis Interpretation and appropriation of the national linguistic policy in a Teacher Training College. Towards a policy for multilingualism. As a methodology, PRISMA was implemented, taking into account two categories: National and international studies on bilingualism policy and reflections and contributions on initial teacher training for bilingualism. The final corpus of this review was 53 documents, which show the low impact of the PNB, by imposing a decontextualized curriculum that contributes to the stratification and commodification of languages and the lack of teacher qualification. It can be concluded that the formulation of language policies is required, beyond simple plans, projects or programs, that break the scheme of their construction from the up-bottom to the bottom-up, in a structured, contextualized, democratic and inclusive manner, and that allows transcending to an education for multilingualism. [ABSTRACT FROM AUTHOR]

The document titled "Sociolinguistic History of Mexico. Volume 5. New visits to the past and present" is a review of the book directed by Rebeca Barriga Villanueva and Pedro Martín Butragueño. The book addresses topics such as the role of migrations in processes of linguistic variation and change, the influence of linguistic attitudes and beliefs on speakers' decisions, the function of identity and linguistic ideologies in defining linguistic varieties, and the impact of language policies on speaker communities. It also analyzes variation and linguistic change in Mexican Spanish, as well as literature in indigenous languages and dialectal contact in Mexican Spanish. Additionally, it examines the language and educational policies implemented in relation to indigenous languages in Mexico, noting that they have contributed to the displacement of these languages and discrimination against indigenous communities. [Extracted from the article]

This article focuses on the analysis of the Senegalese ecolinguistic panorama to explain the interactions and their mechanisms of regulation and sociolinguistic pacification. Indeed, Senegal, being one of the countries where various national and foreign languages coexist, is characterized by complex multilingualism. This plurality has become a socio-cultural richness shared by individuals of diverse ethnic origins, joined by the colonial language, French, which still holds the status of the only official language. In recent decades, migratory movements within and outside Senegal borders, and the context of globalization, have led to important sociolinguistic changes, such as Wolofización, the emergence of minority languages and other languages as new actors in the sociolinguistic and cultural panorama. [ABSTRACT FROM AUTHOR]

The article presents the importance and relevance of Arabic as a second language worldwide. It highlights that Arabic is the fourth or fifth most spoken language in the world and one of the six official languages of the UN. It also mentions the organization of a symposium on the teaching of Arabic as a second language at the University of Chile, due to the interest in the history of Arabic teaching in the country and the existence of Arab diaspora communities in Chile. At the University of Chile, there is a long tradition of teaching Arabic, with various courses and programs available. In addition to language teaching, the Center for Arab Studies also focuses on the study of written tradition and translation activity. The symposium shares experiences and analyzes curricular methods for teaching and learning Arabic in a Spanish-speaking context. Articles are also presented that analyze textbooks, the teaching of routine formulas, and Arabic grammar. Finally, the creation of an aljamiado-Arabic text input method for Spanish keyboards is proposed, with the aim of facilitating learning and appropriation of the alphabet, as well as promoting aljamía as a means of expression and literary creation. [Extracted from the article]

Although the great utility that phonetic-phonological competence generates in language teaching has been proven, as well as its importance in the communicative process, it has traditionally been relegated to the background. The CEFR involved the preparation of a language policy instrument with the aim of achieving European brotherhood and respect and tolerance among its members. However, the role of phonic competence was minimal, which meant the loss of the opportunity to take advantage of the social implications that language conveys through phonetics. Likewise, other negative aspects are attributed to it, such as the absence of prosody, conceptual inaccuracy or the role of accent as an error, among others. Consequently, the Council of Europe requested a critical report that has recently led to the publication of a companion volume of the CEFR, which updates and clarifies especially the phonological component. In this work, a critical review of this new document is made in relation to the main reference texts. The main conclusion is that great progress has been made in important aspects, but it is still necessary to strengthen concepts and highlight the role of phonetics more. [ABSTRACT FROM AUTHOR]

In this work we stop at the projections of what can be thought of as a “utopian language” in Pedro Henríquez Ureña. To do this, we consider a series of writings by the Dominican author published from the beginning of the 1920s and his arrival in Argentina, when what is considered a “linguistic” and “philological turn” occurred in the production of he. Our position is that the “utopian language” as projected in Henríquez Ureña is conceived as an open and multiple object, in line with the philological project that is reflected in the unfinished manual that he prepared with Amado Alonso and that he published only in part in 1930. Likewise, taking into account the place of intellectual projects in the construction of linguistic hegemonies as a conflictive and open instance, we relate the utopian linguistic projections of Henríquez Ureña and other contemporary projects (Fernando Ortiz in Cuba, Leopoldo Lugones in Argentina, the Spanish circle of Ramón Menéndez Pidal, the historical semantics of Leo Spitzer), with emphasis above all on the tensions and disputes over what is considered a legitimate American philology. [ABSTRACT FROM AUTHOR]

To understand Pedro Henríquez Ureña’s position in a panorama of dialectology (its antecedents, its developments) it is impossible not to dwell on his obsession with the expressive character of languages and discourses, in which conflicting positions on the American language resonate, dating back to the very birth of the dialectological discipline, which coincides with the operative integration of America into a world market already dominated by extractivist capital. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

After the approval of the Gernika Statute in 1979, the minimum conditions for the production of professional films in the Basque Country were established for the first time. However, the Basque language remained in the background, both for most of the filmmakers and for the public institutions themselves. This article studies the presence of Basque in films produced in the Basque Country between 1981 and 1989; the role of language in the cinematographic policy of the Basque Government and the prejudices, difficulties and challenges encountered by films that incorporated Basque in one way or another into the cinema. [ABSTRACT FROM AUTHOR]

The objective of this study is to offer an overview of the orthography that appears in the columns on language in the Spanish national press from the end of the 19th century until the present day. For this, the articles that deal with spelling by Miguel de Unamuno, Mariano de Cavia, Fernando Araujo, Eustaquio Echauri, Ramón Carnicer, Emilio Lorenzo, Francisco Ríos y Luis Cortés have been analysed. The extensive chronology will allow us to determine what are the concerns about this aspect of the language and if they have varied over time. From an ideological perspective, it is intended to find out the position that the authors of these articles have taken regarding the norm, as well as the works that they have used as authority in their writings to establish normative judgments. The study will shed light on possible changes in the attitude towards spelling and the norm over time. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the discursive construction of Standard Spanish in a corpus of language columns written in Spain during the 19th and the 20th centuries. Drawing on the framework of glottopolitics, we examine the socalled «Standard Language ideology» (Milroy/ Milroy [1985] 1991, 1), according to which one specific variety is intrinsically superior to the rest, one that is «correct» and should thus be prioritised as a model for language performance and «good» usage, in this case, in the Hispanic world. The relevance of metalinguistic discourse in the analysis of language columnism lies not only in the existing debates concerning the prestigious and stigmatised linguistic uses, but also in its contribution to the construction of an ideological scenario regarding what a language must be. In this respect, the texts of the selected columnists contribute to the construction of Spanish as the only national, common and standard language on both sides of the Atlantic. [ABSTRACT FROM AUTHOR]

In this article, I discuss the various contributions to this volume. Vigh's (2009) notion of social navigation allowed me to bring together the ways in which the various contributors capture the discursive and practical agency displayed by the studied social actors in each site. Even though most of the researchers draw on the concept of 'agency', as introduced by Ahearn (2001), in order to analyse their data, some of them invoke other definitions to capture different forms of agency: individual but also collective. The methodological decisions made by most of the contributors prove that qualitative procedures and methods continue to be those most suitable for capturing the complexities around what counts as 'agentive actions and agentive discourses' in the various studied contexts. It is only by interacting with the participants of our research and spending time with them during our fieldwork that we can make sense of the life stories they recount and the decisions they make under the particular circumstances in which they (try to) live. [ABSTRACT FROM AUTHOR]

This article sheds light on the types of individual agency displayed by bi/multilingual adolescents with Spanish as their heritage language in a complementary school founded by parents with Latin American roots in the canton of Bern (Switzerland). Based on the assumption that identities are contextual, relational and partial (Bucholz and Hall 2005), this exploratory study analyzes how pupils, using their agency, position themselves in relation to Spanish as a heritage language in class. The study shows the importance of taking contextual factors into account in the analysis of the forms of agency that can occur in the context of institutionalized heritage language learning. It also contributes to studies of language policies that include the attitudes and agencies of adolescents in order to understand the complexities of language maintenance and change processes in times of transnationalism and globalization. [ABSTRACT FROM AUTHOR]

This paper examines what immigrant mothers in Finland do as active agents to support their children's language socialization. The main focus is on the narratives of the mothers and the decisions they make in their daily lives. This ethnographic study explores the case of four Spanish-speaking immigrant mothers (two Centroamerican and two European) in Finland. The data is analyzed using nexus analysis (Scollon y Scollon 2004). As active agents, migrant mothers work a lot in their daily lives to foster the linguistic socialization of their children. In the narratives of this research's data, three main discourses can be identified: 1) the discourse on daily activities, 2) the discourse on social contacts and 3) the discourse of linguistic awareness. [ABSTRACT FROM AUTHOR]

Theoretically and methodologically framed within family language policy studies, this article contrasts the idea of Mapuche-Pewenche child autonomy and agency, as the result of the early socialization of Mapuche-Pewenche children, with our sociolinguistic ethnographic data from two Pewenche families. We do this in order to determine the extent to which, from a parental perspective, the agency ascribed to Mapuche-Pewenche children impacts the language policies in each family and the transmission of their indigenous language, Chedungun. We conclude by suggesting that, even though agency and autonomy are present in the way the children in these families are socialized, when it comes to determining the sociolinguistic future of these children, parents appear to assume the main role as agents of language policy. [ABSTRACT FROM AUTHOR]

In the contemporary era of globalization, there is persistent pressure on minority languages from the dominant languages, partly because many minority language speakers find shifting to a dominant one a profitable choice. Language policy scholarship through the past decades, whether top-down or bottom-up, also registers that many minority speakers intend to preserve or reclaim their languages as active agents through everyday interactions and the transmission of the language within the home or in the community despite these external pressures. Based on Stroud's (2018) analytical framework of 'sociolinguistic citizenship' that investigates questions of power, ideology, legitimacy and marginalisation, this paper examines the multifarious layers between governmental language policies and how they are interpreted, implemented or negotiated by a wide range of social actors (e.g., parents, students, teachers, activists), revealing ideological spaces for the use or non-use of Galician, an official minority language spoken in a bilingual community of northwestern Spain. Using various qualitative research tools, including field observations, interviews and focus groups, we demonstrate how these actors become policy intermediaries on the ground and argue that their under-the-radar participation in the policy discourse may appear extremely intermittent and ad hoc, but their microcosmic interrogation of the dominant Castilian discourse through individual actions, when translates into collective mobilisations can lead to bottom-up language policies. [ABSTRACT FROM AUTHOR]

In a Latin American historical context in which the State opens opportunities for the promotion of diversity while depoliticizing the identity of indigenous peoples and the struggle for their rights, some Peruvian collectives are developing novel and creative initiatives in favor of Quechua, deploying linguistic agency and activism in close connection with other citizen concerns. Some of these groups, made up mainly of young people, choose to act outside the state, rejecting state language policies outright, while others take advantage of the funding options and symbolic recognition that officialdom offers them. Based on the review of two cases that we consider representative of both positions, the Quechua for All project and the Puriyninchik Association, we propose that the relationship with the State constitutes a relevant axis for observing Latin American language activism, and we examine the challenges and possibilities faced by the collectives as they move along these paths. [ABSTRACT FROM AUTHOR]

The articles in this thematic special issue of Boletín de Filología (Universidad de Chile), "Human actors in language policies and planning. Agency, ideology and practices", underscore how language policy and planning practices are shaped and being shaped by various social actors involving policymakers, a range of policy implementors - parents, educators, students and other members of the civil society for whom the language policies are designed. Drawing on situated case studies from both sides of the Atlantic (Latin America and Europe), this special issue documents the role human actors as de facto policymakers on the ground. Their under-the-radar participation in the language policy regime may appear extremely intermittent and ad hoc, but their individual language management and practice, taken together, can have a significant impact in their immediate society's language behavior. The collection has emerged in the wake of the international conference on Challenging borders, challenging categorizations: From/between borders 2021 (11-13 November 2021, Bern, Switzerland). [ABSTRACT FROM AUTHOR]

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This study focuses on the training of teachers in all educational contexts for teaching Spanish as a second language (EL2) to immigrants. It is carried out within the framework of an R&D project (reference: EDU2013-43868-P) entitled “The training of teachers of Spanish for immigrants in different educational contexts”. The study’s participating subjects are 151 teachers from different educational contexts in Spain: university, primary and secondary education, ATAL (Aulas Temporales de Adaptación Lingüística – Temporary Classrooms for Language Adaptation) or linking classrooms, official language schools, academies and humanitarian associations. The research instrument used is a questionnaire comprising 47 items designed to assess the specific training received and actual capability to teach Spanish to immigrants. Data analysis is performed using the SPSS statistical program, applying descriptive and inferential analysis techniques in order to determine the significant relationship of dependence between variables. The results confirm that the teachers need and demand greater specific training, one that varies in its subject matter according to the experience of the teacher and his/her place of work. Those teachers who have only taught Spanish to native students are not aware of the differences involved in teaching immigrants. We have found no previous studies that measure the training and true capability of teachers to teach Spanish to immigrants. We therefore consider that the present study is pioneering in this field, as well as being highly relevant, since gaining competence in Spanish is the most efficient route to social and cultural integration for immigrants. [ABSTRACT FROM AUTHOR]

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This article proposes a critical dialogue between New Cultural History and the Glottopolitical perspective to examine the orthographic reforms of Sebastián Díaz (1741-1813), conceiving them as normative interventions. Through a language ideologies approach to the prologue of Díaz's encyclopedia, the analysis reveals that his orthographic reforms, which agree and conflict with the academic discourse of its time, are prescriptive practices that aimed to control the production and reception of conversation. This etiquette practice was an effect of encyclopedic instruction in early childhood, facilitated by a simplified orthography. We conclude that studying the encyclopedia was not just a means of Catholic and rational, but also linguistic disciplining. [ABSTRACT FROM AUTHOR]

The objective of this study is to know deaf signers linguistic attitudes and ideologies in Spanish Sign Language (LSE) towards variation in their language. To achieve this, the responses to two questionnaires, one sociolinguistic and the other diachronic, of 54 informants of different ages and geographical areas of Spain, extracted from a reference corpus of LSE, have been qualitatively analysed using a mixed design. The answers (given in LSE and therefore recorded on video) are presented in three topics: which variety of language is considered the most correct? How do they assess the influence of the oral contact language? And what perception do they have towards linguistic changes and variation? The study carried out on the attitudes of these deaf people towards variation in LSE confirms that we are dealing with a language which, despite having some special sociolinguistic characteristics (non-oral, associated with disability and unwritten), behave accordingly to the topics of linguisticattitudes of minority and minority official languages. [ABSTRACT FROM AUTHOR]