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The use of pronominal forms of treatment is one of the most complex aspects of Spanish morphosyntax, according to Fontanella de Weinberg (1999). From the perspective of E/LE teaching and learning, it is a challenging subject, especially when considering the socio-pragmatic factors that are involved and the limitations of didactic materials. In this publication, we propose a sociopragmatic approach to the interpretation and learning of 2nd person pronominal forms of address - tú, vos, and usted - using audiovisual resources in Spanish as input. Using this proposal, which is aimed at the intermediate level of learning, it is expected that teachers and students can be more attentive (i) to aspects related to the diatopic variation when using forms of address; (ii) to issues of a pragmatic nature, such as social deixis; and (iii) to the multifunctionality of each variant. [ABSTRACT FROM AUTHOR]

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The beliefs of a teacher about language, culture, teaching-learning process, among other aspects, may reflect on their actions, methodologies, teaching strategies and their students' learning. In this context, considering that the Spanish language is official language in more than 21 countries and each of them has particularities and richness of linguistic variations and cultural traditions, this work proposal seeks to investigate the beliefs of Spanish teachers of the State of Ceará about diversity language and the perspectives for their teaching. For this, the paper bases on studies on beliefs situated in the area of Applied Linguistics and Educational Sociolinguistics. In addition, to obtain the data, we applied questionnaires with Spanish teachers of the state public network and / or language schools. As a result, we found that most of the 27 teachers investigated chose to speak a peninsular variety; however, they are not favorable to the valorization of this variety in the didactic approach of the diversity of the Spanish language. [ABSTRACT FROM AUTHOR]

Recent approaches in Translation Studies assume that languages/cultures are not translated, texts are. In the perspective of Functionalist Translation, texts are not understood isolated from their communication context, which justifies the proximity of Translation Teaching with the knowledge of genres suggested by Nord (2012). Considering Nord's functionalist theoretical perspective for translation teaching and Text Linguistic contribution on the operation and control of genres, this paper discusses the application of Didactic sequences (SD) in translators' training. In order to do that, the following theoretical and methodological guidelines are used: 1. pinpoint theoretical directions for the Functionalist Translation Teaching based on Nord (1991, 1994, 1996, 2012); 2. discuss the development and implementation of SD devices, based on the contributions of Dolz and Schneuwly (1996), Cristóvão (2009, 2010) among others; 3. exemplify an initial didactic sequence project about the theater genre for future translators in the Spanish-Portuguese linguistic pair, including modeling of the genre, through the analysis of 10 Hispanic and Brazilian pieces. It is expected that the SD proposed, contemplating the directions of Functionalist Translation Teaching, can provide the translator with knowledge on different genres and on its functioning in different cultures involved in the translation process, in addition to the development of language skills in both the source and the target languages and the understanding of translation as a circular process. [ABSTRACT FROM AUTHOR]

This article investigates linguistic diatopical variation in the uses of pronouns tú, vos and usted in theater plays of the end of the 19th century and first half of the 20th century in four Hispanic-American countries. Drawing upon the Sociolinguistics Variation presuppositions such as Labov (1972, 1978, 2001, 2003), we accomplished a quantitative analysis by means of the GOLDVARB program. Thus, we obtained 507 data of the analyzed forms, 49 of the pronoun vos, 69 of the pronoun tú and 389 of variant usted. Also, it was possible to perceive that, for each variant, different groups of factors were considered conditioners. [ABSTRACT FROM AUTHOR]