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Due to the global crisis caused by the COVID-19 pandemic, translation and interpretation education faces an uncertain future, reinforcing the idea of a discipline immersed in an interconnected world and aware of international context issues. On this basis, the article explores translation training and international context relation. In addition, it suggests mechanisms to adapt the educational approach to a post-pandemic scenario in which future professionals will develop their professional paths. From a methodological point of view, the article analyzes the relevance of thematic knowledge regarding international relations within translation competence training and the practical experience of Chilean institutions up to the outbreak of the pandemic. Subsequently, the article supports curricular redesign regarding this area, considering new national and international scenarios in which the post-pandemic translation practice will be developed. Finally, it presents a pedagogical proposal that considers the integration of international thematic contents related to theory, concepts, and international scenarios, and also the use of technology given current possibilities. This curricular proposal introduces pandemic context in translation and interpretation-related research in Chile. The paper concludes by calling attention to promoting initiatives in this area through virtualized education processes, reinforcing this aspect of translation competence for a changing global scenario, based on the collaborative work among national and international programs for translation and interpreting education. [ABSTRACT FROM AUTHOR]

Translator education in monolingual contexts presupposes that students should develop their translation and linguistic competence concurrently, which presents a series of pedagogical challenges. This evaluative descriptive study examines the use of data-driven learning in a task-based approach (DDL-TB) for teaching grammar in a Chilean translation programme. Such an approach implies the exploration of a corpus to find different patterns or linguistic phenomena. The paper presents the design and graduation of tasks and, later, examines the translation students' and lecturer's perspectives about the suitability of this approach for English grammar teaching. The students' comments suggest that the approach allowed them to 1) reflect on the way they learn languages and 2) develop an active role in their formative process. The lecturer highlights that the approach aligns with the learning objectives of the course unit, allowing the course to be effectively 'descriptive'. It is concluded that the narratives examined in this study indicate that an ABD-ET approach would be suitable for English grammar teaching in translation education. [ABSTRACT FROM AUTHOR]

This paper presents the first "Prosodic Map of Chile", a long-term project aimed at documenting and describing (both phonetically and phonologically) the suprasegmental features of Chilean Spanish. In order to better appreciate the map's reach, a review of currently implemented similar prosodic maps is provided, including AMPER, ATLES and some others. This review considers what particular parameters are studied in each map, closely inspecting what are the foundations, directions and the overall reach of each one of them. The closing section provides a consideration of some freely available software tools designed to build maps, particularly OpenStreetMap, focusing on its potential for future international collaborative efforts. [ABSTRACT FROM AUTHOR]

This paper presents a morphosyntactic analysis of the colonial Chilean chronicle La restauración de La Imperial y conversión de las almas infieles (c. 1693), written by the Mercedarian friar Juan de Barrenechea y Albis. Most features in the corpus could be explained by two interrelated motives. On the one hand, the examined characteristics are present in Chilean Spanish and in some areas of Latin America during the 17th century. On the other hand, the author's high sociocultural level is responsible for the creation of this especially highbrow text among colonial Chilean chronicles, that includes linguistic phenomena of Medieval Spanish and the Spanish Golden Age. [ABSTRACT FROM AUTHOR]

This paper explores the visual representation of student's protests raised in Chile during 2011. The purpose is to describe the actors and symbolized group identities, as well as the social actions and the ways in which these specific actions are legitimized or delegitimized in the interaction. The corpus is a photographic book entitled Marchas (Marches) (Yutronic & Ortiz, 2012), which is analyzed from a theoretical and methodological framework that considers input from Critical Discourse Studies and Social Semiotics. The paper claims that the photographs of marches are able to organize narrative meanings which structure opposite forms of performance and political identification, excluding other critical participants in the educational conflict, such as political and economic elites. Thus, it is constructed a type of confrontation between young people and police, which simplifies the ideological struggle and reinforces stereotypes about groups whose action, being subject to constant media coverage, is, therefore, cognitively enhanced. The paper concludes that the narration inquired is an option of representation that emphasizes the historical character of the students' protest, providing in this way a space that makes visible the postdictatorial action of youth. [ABSTRACT FROM AUTHOR]

This paper is part of a more general research. Its main goal is describing the present state of the language and the changes suffered by 5 forms in Chilean Spanish. They are: dostor, úrtimo, güena, juerte y humirde. The description of these cases is relevant for the study of the etymological doublets formation because there are important similarities among these examples and some historical doublets. Cifuentes (2015a, 2015b), on the one hand, focuses on the awareness of distinctive value of consonantic phonemes in neutralization position in Chilean Spanish and the place of this phenomenon in lexical innovation. On the other hand, it focuses on the results of a survey applied to 200 Spanish speakers on protodoublet meanings. In this particular article, we focus on two other aspects that are evidences of lexical bifurcation in those cases. They are: the morphosyntactic distribution and the reaction of a focus group in relation to the mentioned doublets forms. We concluded that, in general, the protrodoublet forms have a different morphosyntactic distribution and also that the speakers make consistent semantic differences among them. [ABSTRACT FROM AUTHOR]

Argumentation from consequences plays a central role in the justification and critical scrutiny of legislative proposals. With a view to contributing to the ex ante evaluation of legislation in Chile, this paper proposes instruments for analysing and evaluating argumentation from consequences in the general discussion of a bill. The theoretical starting points are the pragma-dialectical theory of argumentation and informal logic. The analytic instrument is an argument scheme to identify arguments from consequences in legislative discourse and reconstruct implicit premises. The evaluative instrument is a set of critical questions to determine the quality--specifically, the sufficiency--of an argument from consequences put forward in the general discussion of a bill. [ABSTRACT FROM AUTHOR]

An analysis of the non-deictic second person singular uses in Chilean Spanish is presented in this paper. The dataset is made of semi-spontaneous speech, specifically, sociolinguistic inter-views, from which an exploratory corpus was extracted. In this context, the main goal of the research is to analyse the non-deictic 2nd person singular uses according to stylistic aspects through a new proposal of discourse-pragmatic categories which are related with linguistic and extralinguistic variables. Specifically, four categories are distinguished: a) generalization, b) focused generalization, c) inclusive defocalization and d) self-disguising. This classification is then correlated with the factors of forms of address and sex. Results regarding the sociolinguistic and morphosyntactic variables demonstrate that men present higher frequencies of use of the non-deictic strategies, specifically with voseo verb forms, while women tend to employ this device with tuteo. As for the categories, non-deictic usage is especially high through generalization and focused generalization, as strategies associated with a potential effect of empathy towards the interlocutor, especially in those cases where voseo is employed. In this sense, each of the categories proposed represents a specific discourse-pragmatic strategy at a stylistic variation level, which is regarded not only by the degree of formality, but also as a linguistic choice within the speakers' repertoire. [ABSTRACT FROM AUTHOR]

This research paper presents initial findings regarding the analysis of rising intonation contours in final, broad focus declarative utterances recorded in Chiloé (Chile). These utterances-- unlike the great majority that have been reported in different varieties of Spanish and characterized by a falling nuclear configuration--exhibit a rising terminal pitch. The first acoustic data of conversational speech are analysed and preliminary phonological observations are made. Acoustic evidence of the rise is included, together with tentative phonological labelling and, finally, questions are raised and possibilities for further investigation are proposed. [ABSTRACT FROM AUTHOR]

The paper proposes a model of analysis of specialization codes in classroom discourse. This model aims to explore the nature of the knowledge being construed in the interaction between teacher and student in the classroom. The model offered emerges from the study of teaching practices in popular education in Chile. The model integrates two theoretical bodies: Legitimation Code Theory for understanding the organizing principles of knowledge and Systemic Functional Linguistics for exploring the meaning resources construing knowledge in classroom discourse. [ABSTRACT FROM AUTHOR]

This paper explores the visual representation of student’s protests raised in Chile during 2011. The purpose is to describe the actors and symbolized group identities, as well as the social actions and the ways in which these specific actions are legitimized or delegitimized in the interaction. The corpus is a photographic book entitled Marchas (Marches) (Yutronic & Ortiz, 2012), which is analyzed from a theoretical and methodological framework that considers input from Critical Discourse Studies and Social Semiotics. The paper claims that the photographs of marches are able to organize narrative meanings which structure opposite forms of performance and political identification, excluding other critical participants in the educational conflict, such as political and economic elites. Thus, it is constructed a type of confrontation between young people and police, which simplifies the ideological struggle and reinforces stereotypes about groups whose action, being subject to constant media coverage, is, therefore, cognitively enhanced. The paper concludes that the narration inquired is an option of representation that emphasizes the historical character of the students’ protest, providing in this way a space that makes visible the postdictatorial action of youth. [ABSTRACT FROM AUTHOR]

This paper aims to show the results of phonetic-pragmatic analysis applied to the discourse markers a ver, bueno, claro, vale, ¿cómo? and ya in semi-spontaneous speech. The objective is to determine the incidence of acoustic-phonetic patterns upon the perception of the pragmatic meaning of 'anger', 'assent' and 'strangeness'. To achieve this, a procedure to obtain data was designed. This data was then examined according to the acoustic phase of the protocol of melodic speech analysis, proposed by Cantero and Font (2009). It is, therefore, an exploratory study about experimental phonetic based on pragmatics. The main results highlight the facts that a) there is a phonetic pattern for the analyzed discourse markers, at least in the Chilean variety of the Spanish language, formed tonetically by /- interrogative, - suspended, + emphatic/; and b) the variation in the suprasegmental phonetics configuration of the discursive units studied is related to the variation of the pragmatic meaning. [ABSTRACT FROM AUTHOR]

In this paper, we propose some guidelines for the classification of phonetic-phonological adjustments (Clasificación de Ajustes Fondtico-Fonológicos, CLAFF). Such guidelines are intended to describe and classify, from a phonetic-articulatory point of view, the adjustments that boys and girls make when, according to the standard Chilean Spanish phonological model, they unsuccessfully try to utter oral statements. These guidelines include 21 phonetic-articulatory parameters that enable to comprehensively describe the quantitative and qualitative articulatory behaviour shown in normal children's speech. [ABSTRACT FROM AUTHOR]

The following research deals with the intonation of utterances in Chilean Spanish with stress clashes: the presence of two or more successive stressed syllables. In order to do this, and from the perspective of acoustic analysis, an experiment was devised to observe the frequency of use of each of the seven main stress clash management strategies reported in the literature (Prieto et al., 1995; Almeida, 2001). The results support the notion of tonal peaks as targets (Prieto, 2003) and the expected use of a single tonal peak in contexts of stress clash. They also establish some unexpected relationships between certain sets of the aforementioned strategies; as well as between utterances with different prosodic patterns. Based on the results of this investigation, this paper also attempts to propose a tentative categorization of stress clash management strategies in order to improve the current understanding of stress in Spanish and to facilitate future research in this area. [ABSTRACT FROM AUTHOR]

This paper is a metalexicographical analysis of the dictionary voces usadas en Chile, by Aníbal Echeverría y Reyes published in Chile in 1900. it reviews the state of lexicography practiced in late 19th Century Chile. The analysis follows Matus' metalexicographical analysis chart (1995), which allows description, analysis and critical evaluation of lexicographical works on Chilean spanish. This work aims at revealing (revealing) the advanced scientific techniques used by Echeverría y Reyes in processing and systematizing dictionary entries. it also shows the strategies used by the author to detach himself from the more purist and conservative ideas that were commonplace in his day. This becomes evident in the increase of idiomatic reference points, which induce a polycentric standardization, as stated by de granda (1994), and in the way the frontiers between official and marginal lexicon become diffuse, allowing for the inclusion of taboo terms in the dictionary. finally, the study stresses the importance of Aníbal Echeverría y Reyes' lexicographical work as a transitional period in the field's pre-scientific and scientific stages. [ABSTRACT FROM AUTHOR]

The objective of the present paper is to account for an instrument which -taking as starting point the model of comprehension of van Dijk and Kinstch (1983) and Graesser (1997)- tries to explain how children from 13 to 14 years carry out the process of reading comprehension of expository texts. It is of special interest to us to observe the type of reasoning that the subjects apply in the different levels of mental representation of the text. In other words, the aim is to investigate the capacity of the subjects to read in an efferent way -that is to say with the objective of extracting information from the text- and at the same time to observe if a level of profound comprehension is reached (Graesser and Tipping, 1998). We consider that this measurement is fundamental since efferent reading is indispensable to acquire understanding and to relate and transfer it to other areas of knowledge. In this proposal reading is understanding and understanding is learning. The sample used for the pilot study of said instrument is composed of sixty boys and girls attending the eighth year in municipal and subsidized schools in two cities in Chile. [ABSTRACT FROM AUTHOR]

This paper describes the different uses that the verb "cachar" has acquired in Chilean colloquial Spanish, and tries to explain these uses within the framework of the linguistic notions of polysemy, language functions, and speech registers. [ABSTRACT FROM AUTHOR]