Revista Brasileira de Linguística Aplicada
A Revista Brasileira de Linguística Aplicada é um periódicos do Programa de Pós-Graduação em Letras: Estudos Linguísticos da Faculdade de Letras da Universidade Federal de Minas Gerais. Ativa desde de 2001, tem a missão de incentivar a pesquisa na área de Linguística Aplicada, e publica trabalhos originais que tratam dos muitos fenômenos relacionados a problemas de linguagem da vida real, relacionados à aprendizagem de línguas ou à língua em uso em contextos diversos. A RBLA é uma revista de fluxo contínuo e acesso aberto, que segue a comunicação de pesquisa no modus operandi de Ciência Aberta. Atualmente é dirigida pelo Prof. Dr. Junot de Oliveira Maia (UFMG). A RBLA foi classificada como A1 no quadriênio 2017–2020 do Qualis Periódicos (CAPES).
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
Pseudoscience Linguistic Characteristics
This study aims to describe the linguistic characteristics of medical treatments promoted during the COVID-19 pandemic. A corpus comprising two subcorpora was collected: the first subcorpus consists of academic articles that recommend treatments not endorsed by health regulatory agencies; the second subcorpus contains articles that address various issues related to COVID-19 without endorsing such non-recommended treatments. The methodology employed a variant of Lexical Multidimensional Analysis (Berber Sardinha; Fitzsimmons-Doolan, 2025), based on the identification of collocational shifts. Five dimensions were identified: medical interventions vs. psychological impact; research ethics vs. comparative analysis of treatments; statistical analysis in pseudoscience vs. data sharing in legitimate science; promotion of repurposed drugs vs. critical evaluation and open science practices; impact of repurposed treatments vs. ethical approval and regulatory compliance. These dimensions capture the main communicative resources involved in the scientific construction of approved and contested treatments during the pandemic. The study shows that, although they may appear similar, genuine scientific practice and pseudoscience employ distinct forms of language and rely on different discourses and discursive formations. Both the linguistic features and the discourses involved are described in the article.
Copyright (c) 2025 Tony Berber Sardinha, Ana Eliza Pereira Bocorny, Deise Prina Dutra, Maria Claudia Nunes Delfino, Paula Tavares Pinto, Simone Sarmento https://creativecommons.org/licenses/by/4.0
Postmemory, Visual Literacy and the (Re)Creation of Possible Futures
The term postmemory refers to the impacts on the second generation caused by traumatic events experienced by the previous generation. This paper aims to reflect on the teaching of past traumatic events through graphic novels, specifically the novel Maus (2009[1980]), by Art Spiegelman. Based on Visual Literacy and thinking about the (re)creation of possible futures, we seek to understand how this past was and is remembered, since narratives about the past are not individual, but result from collective memory. It is important to consider the possibilities for working with this memory in the school environment. Historical themes may nurture feelings of collective responsibility in students, becoming a tool for critical teaching. Maus is an opportunity to problematize acts of power abuse and violence, developing the student’s understanding of the past and its effects in the present, with a view to the possibilities of new and more just futures for all.
Copyright (c) 2025 Andréa Machado de Almeida Mattos, Danielle Regina Moura de Araújo, Erika Dornelas Machado https://creativecommons.org/licenses/by/4.0
Professional Education for Portuguese Language Teachers
This text analyzed the role of the technicist paradigm, hegemonic in the structuring of undergraduate courses in Language and Literature, in the problems that affect the quality of education of Portuguese language teachers, with the aim of explaining the role of current curriculum policies in tackling the distance between academic training and professional practice. Starting from the assumption that there is a misunderstanding of the role of the curriculum in determining the didactic contents of school subjects and, consequently, of teacher training, a critical analysis was made of the main paradigms of teacher education: technicality, the action research approach, reflective professional, and pedagogical knowledge of the content. It was concluded that the technical model considerably reduces the space of other models and that the current reforms of teacher education policies, for the first time in the history of Brazilian education, managed to make clear the differences between undergraduate and bachelor’s degrees.
education of Portuguese language teachers
Copyright (c) 2025 Marcos Bispo https://creativecommons.org/licenses/by/4.0
An Invitation to Debate About (non) Binarity in Society and in Language Studies
Confronting multiple persistent colonialities, nonbinary gender inclusive language enables the linguistic performance of nonbinary identities through language. For this reason, this research was motivated by the need to legitimize the agenda as scientific knowledge within the expanded studies of languages. In view of this, this work aimed to debate topics such as the desacralization of linguistic hierarchies; identity performativity through language; current educational parameters; and linguistic policies for inclusion/exclusion of dissent, in terms of nonbinary gender inclusive language. To this end, studies were carried out within a decolonial perspective, focusing on the area of Expanded Linguistic Education and Indisciplinary and Transgressive Applied Linguistics. Furthermore, the methodology used was duoethnography, encouraging reflections pertinent to the teaching-learning axis of the Portuguese language, which are also rooted in self-analysis.
Copyright (c) 2025 Henrique Rodrigues Leroy, Bel Barreto Lacerda https://creativecommons.org/licenses/by/4.0
Prototypical Test Task Design for an Aeronautical English Exam for a Group of Brazilian Military Pilots
The aim of this study is to design a prototypical task for testing aeronautical English proficiency for the pilots of the “Esquadrilha da Fumaça”, using technology in flight simulators. This is a case study of convergent mixed methods (Creswell; Plano Clark, 2018). Data generation in Phase 1 of the research involved documentary analysis, interviews, brainstorming sessions, website searches, and observations of simulated flights. This phase resulted in the prototypical task, based on the “task shells” model (Park, 2021), operationalized in a simulated flight, covering normal, abnormal, and emergency situations. Phase 2 involved a questionnaire with closed and open-ended questions administered to the pilots to understand their perceptions of the prototypical task. The results of data integration and analysis indicate that the designed task adds authenticity to the exam and, consequently, increases the validity of its results for various applications.
Language assessment in flight simulators
Copyright (c) 2025 Ana Lígia Barbosa de Carvalho e Silva https://creativecommons.org/licenses/by/4.0
Responsive Attitudes About the Brazilian National Common Core Curriculum
This article focuses on the entextualization processes (Bloomaert, 2005; Silverstein; Urban, 1996) about the Brazilian Common Core Curriculum (BNCC) (Brasil, 2018) in diverse social spheres and speech genres. The central aim is fostering the comprehension about the ideological web that characterizes the interpretations concerning the curriculum prescribed by this official document. Based on the epistemological framework of the language philosophy designed by the Circle of Bakhtin (Bakhtin, 2016; Medviédev, 2016; Volóchinov, 2017), this work outlines the responsive attitudes through which social actors and actresses from political, academic, and private spheres (de)legitimize this curricular policy. The outline is drawn through the analysis of textual trajectories materialized in speech genres such as YouTube videos, posts on Facebook, posts on institutional websites and academic papers/chapters. Interpretations regarding the target entextualization processes suggest that responsive attitudes toward the BNCC are constantly resignified in an ideological arena (un)shaken by processes marked by regularities and/or differences.
Copyright (c) 2025 Paula Tatianne Carréra Szundy https://creativecommons.org/licenses/by/4.0
The Pedagogical Advisory Center (NAP-UFPR) has been working for three decades in the initial and ongoing education of language teachers. In this text, we present a brief history of NAP-UFPR and its outreach activities, focusing primarily on the period from 2020 to the present, during which we have coordinated the center. We aim to construct meanings about how we have understood the inseparable relationship between universities and schools, even while facing different challenges. To this end, we provide examples and interpret actions developed within the center, understanding them as practices that align with Freire’s conception of outreach actions (Freire, 1983), which means that social needs and dialogue have always been at the core of the work carried out. In this perspective, we emphasize the importance of strengthening a democratic university committed to society, in favor of a critical and high-quality education.
Thematic Dossier - University-School Relationships in Language Teacher Education
university outreach actions as communication
Copyright (c) 2025 Alessandra Coutinho Fernandes, Ana Paula Marques Beato-Canato https://creativecommons.org/licenses/by/4.0
Decolonial Ethics as the Compass in the University-School Relationship
Universities and schools are – unfortunately – quite often seen as two separate continents, distantly divided by a major body of water. The core argument in this paper is that, despite the unique constitutive elements of the school’s and university’s continents, relationships can be built between them and guided by maintaining the Decolonial Ethics as the compass, in which the consideration of the context uniqueness is key. By writing this piece, it is my intention to destabilize this binary of a two-continent mindset. Drawing from decolonial scholars worldwide and Brazilian applied linguists interested in decolonial, critical teacher language education programs, the goals of this conceptual paper are to destabilize the two-continent (schools and universities) excluding perspective by problematizing the Modern/Colonial ideologies that set them apart, as well as to reflect upon decolonial attitudes to be enacted with pre-service language teachers during their practicum. Examples that illustrate this ethics in the university-school relationship are interpreted as decolonial attitudes, namely: (i) the goal of school and classroom observation is to understand someone else’s teaching praxis, not to freely – and sometimes baselessly – criticize it; (ii) the understanding that pre-service language teachers’ presence in the school is not supposed to impose a change to its routine; they are there to collaborate with the school on its projects, events, and so on; and (iii) the first classes could be taught by using getting-to-know-each-other activities.
Copyright (c) 2025 Alex Egido https://creativecommons.org/licenses/by/4.0
In this study, as language teachers and researchers prompted by the intersections of literary readings and the multiple layers of meaning they may evoke in language education, we seek to revisit the records of a formative experience developed within the Institutional Teaching Initiation Scholarship Program (known in Brazil as Pibid). Now situated in another space-time marked by new perspectives and praxiological growth, we aim to reflect on possible decolonial movements that emerged during English language classes with a 9th-grade class in a public school by drawing on a kind of autoethnographic writing. Our focus lies on the reading of literary texts in diary format, understood as powerful artifacts for creating spaces of listening, dialogue, and the resignification of knowledge based on the lived experiences of the subjects involved. Specifically, we problematize the use of excerpts from The Diary of a Young Girl (2024 [1947]), by Anne Frank, and Child of the Dark (1962 [1960]), by Carolina Maria de Jesus, as catalysts for discussions that address socio-historical and identity-related issues, while establishing connections between the authors’ contexts and the students’ realities. This experience allowed us to reexamine our praxiologies at different moments of our teaching journeys and reaffirm our ethical and political commitment to transformative education. To do so, we relied on the university-school relationship as a fertile ground for ongoing teacher education, situated knowledge production, and the strengthening of pedagogical practices.
Copyright (c) 2025 Barbra Sabota, Vitória Silveira, Laryssa Paulino de Queiroz Sousa https://creativecommons.org/licenses/by/4.0
Collaborative Praxiologies and the Role of Universityschool in the Education of Language Educators With Children
The aim of this article is to share praxiological experiences within the scope of a research project supervised by one of the authors of this study, which seeks to (re)cognize teachers’ initiatives in English language education in the early years of Elementary School. The project, through Critical Collaboration Research (Magalhães, 2012; Ninin; Magalhães, 2017), sought to reconfigure the asymmetrical relationship between university and school in language teacher education. During the project, researchers and public school teachers jointly constructed knowledge about praxiologies focused on English language education with children. The data analyzed were generated through synchronous remote meetings and indicate how this approach, by valuing the knowledge of teachers working in schools, gave new meaning to the praxis of project participants based on the universityschool relationship. The results also indicate that universityschool collaboration has the potential to promote critical teacher education proposals, especially with regard to teaching an additional language in the early years.
Copyright (c) 2025 Juliana Reichert Assunção Tonelli, Helena Vitalina Selbach, Cláudia Jotto Kawachi-Furlan https://creativecommons.org/licenses/by/4.0
Taxonomy of Discourse Signals for RST Relations
We have observed that the relationship between two or more textual propositions is not always signaled by prepositions or conjunctions, commonly referred to as Discourse Markers (DMs). Recent studies in English, grounded in the Rhetorical Structure Theory (RST), have compiled a list of linguistic and structural cues that facilitate the manual and automatic identification of coherence relations. However, there is a scarcity of similar research for the Portuguese language. Through an analysis of the CSTNews corpus, we identified discourse signals (DSs) of RST relations that go beyond DMs. In this study, we propose a classification of these DSs into five categories: graphical, syntactic, morphological, and discourse markers, and we describe the occurrence of each category according to the identified relationships.
Número Temático - Corpus Linguistics: Studies and Applications (lançamento em 2025)
Copyright (c) 2025 Jackson Wilke da Cruz Souza, Paula Christina Figueira Cardoso, Roana Rodrigues https://creativecommons.org/licenses/by/4.0
Research on formulaic language has shown that few lexical bundles overlap across disciplines in expert academic writing, with disciplinary writing being characterized by specific bundles. This was proven to be the case in both English (Hyland, 2008) and Spanish (Cortes, 2008). This paper explores the use of lexical bundles in Portuguese academic writing in two disciplinary groups, life sciences and humanities. Using a corpus of research articles written by Brazilian scientists, four-word bundles were extracted and compared for their function (Biber; Conrad; Cortes, 2004) and structure (Biber; Johansson; Leech; Conrad; Finegan, 1999). The results of this study indicate that writing for life sciences contains more formulaic language, with referential bundles being used more frequently to refer to research participants and places; and humanities writing contains fewer bundles overall and more diversity in function types than life sciences. The results of this paper can help us understand the use of lexical bundles in Portuguese and inform the development of materials for teaching Portuguese as both an L1 and L2.
Copyright (c) 2025 Larissa Goulart https://creativecommons.org/licenses/by/4.0
Challenges in a Multidimensional Analysis of a Brazilian Portuguese Corpus of Federal Statutory Laws
This article presents an additive Multidimensional (MD) analysis (Biber, 1998) of the LEX-BR-Ius (Ferrari; Marques, 2022), a corpus of Brazilian federal statutory laws. We first contextualize our research and, in sequence, introduce the MD approach. Subsequently, we present the corpus under study and the Brazilian Register Variation Corpus (Corpus Brasileiro de Variação de Registro – CBVR) (Berber Sardinha; Kauffmann; Acunzo, 2014), to which our corpus has been added, along with a step-by-step description of the methodology adopted. Lastly, we present and discuss the results obtained, the issues that emerged during the research, and their potential explanations.
Copyright (c) 2025 Carolina Godoi de Faria Marques, Lucia de Almeida Ferrari, Carlos Henrique Kauffmann https://creativecommons.org/licenses/by/4.0
This paper introduces DANTEStocks, a pioneer multi-layered-annotated corpus for fostering research in Natural Language Processing (NLP) of user-generated content in Portuguese. Comprising 4,048 tweets (X posts) from the stock market domain written in Brazilian Portuguese, the corpus was annotated with three standoff layers of information, that is to wit, emotion categories (following Plutchik’s wheel of emotions); part-of-speech and dependency relations (under the Universal Dependencies framework); and named entities (according to the second HAREM’s taxonomy). The DANTEStocks corpus has been constructed within the context of the POeTiSA Project, which aims at increasing the amount of linguistic resources (lingwares) and fostering the development of tools and NLP applications for Brazilian Portuguese. In this article, we address the design of the several annotation tasks carried out in DANTEStocks, reporting on the available annotation results.
Copyright (c) 2025 Ariani Di-Felippo, Norton Trevisan Roman https://creativecommons.org/licenses/by/4.0
Emotion, Reflection, and Agency in the Teaching Practicum
Based on research with pre-service language teachers that problematizes the relationship between university and school during the teaching practicum (Silvestre, 2016, 2017; Borelli, 2018; Mastrella-de-Andrade, 2020), we seek to articulate these studies with investigations into the role of emotions in teacher education (Aragão, 2022a, 2022b, 2023). To this end, we present excerpts from a study conducted by the first author (Martins, 2024), in which we identify intersections around themes such as the importance of spaces for dialogue, the role of reflection, the construction of less hierarchical learning environments, and the strengthening of teacher agency. This dialogue between studies contributes to questioning colonial logics embedded in traditional teacher education models – logics often marked by binary oppositions, hierarchies, and exclusions – and points toward proposals that enhance agency and foster more emancipatory practices in initial teacher education.
Copyright (c) 2025 Suellen Thomaz de Aquino Martins, Rodrigo Camargo Aragão https://creativecommons.org/licenses/by/4.0
Diving Deeper into the Waters of “se” as a Clitic in Brazilian Portuguese
This article reports on a corpus-based study of the pronoun “se” in Brazilian Portuguese aimed at developing a proposal for annotating the different uses of the pronoun in corpora to be leveraged in Natural Language Processing (NLP). We analyzed 732 occurrences of “se” retrieved from Porttinari-base, a treebank annotated following the Universal Dependency guidelines. The results allowed us to develop a proposal for syntactic and morphosyntactic annotation, which is expected to make human annotation simpler and more consistent as well as aid supplementary annotation, as in thematic role annotation, and enhance the performance of NLP tasks, as in automatic extraction of information.
Copyright (c) 2025 Magali Sanches Duran, Adriana Silvina Pagano, Thiago Alexandre Salgueiro Pardo https://creativecommons.org/licenses/by/4.0
Being Interactive in Applied Linguistics Research Articles
Having access to how prominent researchers write may enlighten how we deal with the challenging task of writing. Therefore, this article aims to unveil the interactive metadiscourse style of Douglas Biber’s style since he is one of the most cited scholars in our area. A Corpus Linguistics methodological framework is proposed by using AntConc to compile and compare a study corpus and a reference corpus. The data retrieved from this comparison is assessed following the Stylistic Metadiscourse Model of Interpersonal Interaction in Academic Writing. The results contribute to the understanding of how Biber crafts an authorial style that may empower novice and other expert writers to write research articles that involve readers in meaningful reading and writing experiences.
Copyright (c) 2025 Janailton Mick Vitor da Silva https://creativecommons.org/licenses/by/4.0
The present work, derived from a broader doctoral study, aims to contribute to the debate on public policies for migrants. Using narratives as a theoretical-methodological contribution, the study investigated how four actors of horizontal and vertical policies for crisis migrants narrate these policies. The corpus consists of audio recordings of the narratives of these actors about their actions and impressions on ongoing public policies, or the lack of them. The analysis generated a protocol of recommendations for migrants’ welcoming public policies that, it is hoped, can be valuable in the proposed dialogues among Government, migrants, and civil society, such as COMIGRAR, for example.
Portuguese as a Welcoming Language – PWL
Copyright (c) 2025 Helena Regina Esteves de Camargo https://creativecommons.org/licenses/by/4.0
Racialized Emotions in Langauge Teaching
Erratum of the article “Racialized Emotions in Langauge Teaching: A Case Study with Black Female Teachers”, DOI https://doi.org/10.1590/1984-6398202218424, published in the Brazilian Journal of Applied Linguistics, v. 22, n. 1, e21842, 2022,
Copyright (c) 2026 Layenne Humberto de Oliveira, Ana Cláudia Turcato de Oliveira https://creativecommons.org/licenses/by/4.0
The Linguistic Profile of Horror/Suspense/ Mystery Movie Dialogues Over Time
Horror/suspense/mystery movies have been produced since the inception of cinema. However, the literature on the description of their spoken language and how such language contributes to frighten, scare, and leave viewers hanging on the edge of their seat is scarce. Works on the subject tend to focus either on how to produce a good script for the genre or on the genesis of fear and/or suspense. The aim of this paper is to fill this gap by intertwining a section of two studies on the spoken language of movies (Veirano Pinto; Cortes, 2018; Veirano Pinto; Berber Sardinha, 2019), which used a corpus linguistics framework, with their typical narrative plots and considerations on the cognitive dimension of feelings of horror and suspense. Results show that communication, cognitive and speech act verbs, together with adverbials and questions, are responsible for the expression of characters’ emotions and the engagement and frightening of viewers.
Copyright (c) 2025 Marcia Veirano Pinto, Tiago Marcondes Valente https://creativecommons.org/licenses/by/4.0
Data-Driven Learning in Brazilian Educational Contexts
This article discusses the results of a teacher training program on Data Driven Learning (DDL) for Brazilian teachers of English. The program’s main objective was to help teachers improve their language teaching practices through digital technologies to promote autonomous learning with authentic linguistic data. Over two months, English teachers completed seven modules of the program, each covering a DDL tool and a set of corpus skills. At the end of the program, five participating teachers developed lesson plans that integrated the tools and skills they had learned. Some of these teachers later participated in a semi-structured interview. Technology Integration Observation Instrument (TIOI) evaluation of the lesson plans and tabletop analysis of the interviews show that, although teachers considered it important to use DDL tools in their classes, they did not feel entirely confident implementing them. This highlights the need for continuous support and professional development when it comes to integrating DDL into language teaching.
Copyright (c) 2025 Paula Tavares Pinto, Carolina Tavares de Carvalho, Adriane Orenha-Ottaiano, Franciele Spinelli, Talita Serpa, Peter Crosthwaite https://creativecommons.org/licenses/by/4.0
Universidadescola na formação de professoras/es de línguas
Copyright (c) 2025 Viviane Pires Viana Silvestre, Mariana Rosa Mastrella-de-Andrade, Julma D. Vilarinho P. Borelli, Barbra Sabota https://creativecommons.org/licenses/by/4.0
Copyright (c) 2025 Ana Eliza Pereira Bocorny, Deise Prina Dutra, Vander Viana https://creativecommons.org/licenses/by/4.0
English Language Learning, Racism, and Social Justice Education
This qualitative (Triviños, 1987) study investigates the integration of social justice education frameworks, specifically discussions on racism and the Black Lives Matter movement, into English language education for deaf students in Brazil. Data analyzed were generated in two classes with a cohort of deaf high school students who were enrolled in English classes in a federal institution in Brazil during the COVID-19 pandemic. The findings demonstrate that the teacher’s use of scaffolding (Vygotsky, 1998) and open-ended discussions were instrumental in fostering not only linguistic development, but also significantly cultivating critical thinking skills and a sense of social responsibility among the participating students. Student responses revealed a growing awareness of racism’s multifaceted nature and their ability to connect local realities with global struggles. We base our discussions on authors such as Jucá and Mattos (2021), Bento (2022), Freire (2005), hooks (1994), Vygotsky (1998), among others. The results demonstrate that this integrated approach redefines language acquisition from a mere linguistic exercise into a powerful tool for critical social engagement, thereby empowering students to emerge as informed, active, and engaged global citizens.
Copyright (c) 2025 Matheus Lucas de Almeida, Juanna Beatriz de Brito Gouveia, Antonio Henrique Coutelo de Moraes https://creativecommons.org/licenses/by/4.0
This paper introduces CorCel – a corpus of written texts produced under exam conditions for the Celpe-Bras exam. The goal is to compile over 70,000 texts produced in response to Celpe-Bras written tasks in four editions. The texts were provided as digitized manuscript copies, which were manually transcribed, reviewed, and anonymized. CorCel now consists of 15,315 typed and revised texts, estimated to total around three million words. The corpus classification and analysis will be carried out using multimodal, state-of-the-art transformer-based large language models, such as BERT, GPT, and Gemini. Preliminary studies showed that CorCel can be used to list relevant lexical indices for the characterization of different proficiency levels in written tasks, enabling analyses that contribute to the validation process of the exam, strengthening and refining the descriptions for each of the certified proficiency levels. CorCel’s innovative nature can contribute to enhancing teaching, learning, and proficiency assessment through improved descriptions of proficiency levels in Portuguese.
Copyright (c) 2025 Juliana Roquele Schoffen, Elisa Marchioro Stumpf, Luiza Sarmento Divino; Isadora Dahmer Hanauer; Deise Amaral, Amanda Michel Raupp, Brenda de Souza Xavier https://creativecommons.org/licenses/by/4.0
The Indispensable University-School Partnership
As part of a broader research funded by FAPEMIG, this study was conducted by language researchers (Portuguese and English) from three public universities in Minas Gerais (MG), investigating pedagogical practices related to multiliteracies in the post-pandemic educational scenario. Initial results obtained in two schools in the Inconfidentes region reveal significant challenges in implementing multiliteracies, exacerbated by post-pandemic conditions. Despite these obstacles, university-school collaboration shows promise. Through Hyland’s metadiscourse categories and Ginzburg’s evidentiary paradigm, the analysis highlights the potential for more equitable and practical educational strategies. The aim is to contribute to teacher education, student performance, and replicable teaching approaches, through the reformulation of methodologies and the promotion of lasting educational improvements in MG in constant partnership with our fellow teachers in lower secondary education. As a result, our research reaffirmed that true collaboration between university and school is not a one-way process; rather, it is built on the exchange of knowledge, experience, and reflections. From the participating schools, the universities have primarily learned about the pragmatic resilience and the pedagogical creativity of teachers working under complex socio-educational conditions, especially in the post-pandemic context. Teachers shared localized strategies to address multiliteracy teaching challenges, which often diverge from the models typically proposed within academia.
Copyright (c) 2025 Viviane Raposo Pimenta, Anelise Fonseca Dutra https://creativecommons.org/licenses/by/4.0
Using a Learner Corpus of Oral Interview Data?
Learner corpus studies have increasingly been conducted on spoken learner interlanguage thanks to the growing availability of spoken learner corpora, some of which comprise interviews with L2 learners. This paper seeks to highlight the importance of carefully considering the specific make-up and context of collection of learner interview corpora. Drawing on insights from using the Louvain International Database of Spoken English Interlanguage (LINDSEI), the paper focuses on the following three key features of interview spoken learner corpora that cannot be overlooked in learner corpus research: an interview is not a naturally occurring conversation, an interview is led by an interviewer and an interview is often made up of more than one speaking task. Possible future spoken learner corpora developments are discussed.
Copyright (c) 2025 Sylvie De Cock https://creativecommons.org/licenses/by/4.0
A propósito da Sala de Aula e do "Mundo Real"
Copyright (c) 2026 Rodrigo Abrantes da Silva, Luiza Silva de Andrade https://creativecommons.org/licenses/by/4.0
Teacher Education Cannot Dispense with the Stories that Form Us
Margareth Oliveira worked as a public school teacher at the Secretary of Education in Distrito Federal, Brazil, from 1998 to 2024. Her extensive career encompasses areas such as literacy, pedagogical coordination, involvement in creating and coordinating reading rooms, and teacher education. Her expertise in languages within the basic education system is particularly noteworthy. As a black woman, public school educator, and political activist, Margareth provides valuable insights in this videoconference interview, sharing her personal experiences and their impact on her professional becoming. The discussion addresses critical topics including public education policies, capitalist society, individualism, race, racism, and teacher illnesses, drawing connections between her past, present, and future. This dialogue represents a significant contribution to the discussions on critical language education and language teachers professional development, highlighting the intricate, dialogical and indispensable relationship between universities and schools.
Copyright (c) 2025 Margareth Fátima de Oliveira, Mariana Rosa Mastrella-de-Andrade, Luís Frederico Dornelas Conti https://creativecommons.org/licenses/by/4.0
The abyssal lines (Santos, 2010) that divide the knowledge generated in schools and universities hinder language education in Brazil. Taking into account that collaboration between these two settings can address this issue, what if schools and universities were bridged in a way that they are not two but one educational institution offering both secondary and teacher education? In this article, I examine the facets of my professional identities and how my mutual roles as a teacher and teacher educator influence, contradict and enrich one another. I narrate my experiences at the Federal Institute of São Paulo and analyze them through the lenses of theories on identity as a discursive construction (Bamberg; Fina; Schiffrin, 2011). My narrative reflects on how integrating knowledge generated in both schools and universities could lead to significant improvements in language education across both contexts.
Copyright (c) 2025 Irando Alves Martins Neto https://creativecommons.org/licenses/by/4.0