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Abstract
In this paper, a prosodic account of word-final vowel lengthening in the Rigveda is given. It is argued that word-final lengthening, lengthening in compounds, and lengthening before pada-suffixes are instantiations of one and the same phonological process. This process targets the right edge of prosodic words if this edge does not align with the edge of a higher prosodic constituent. A functional account and an explicit analysis in an Optimality Theory framework are given and the proposal is strengthened by adducing typological parallels. The rhythmic patterns emerging from lengthening are shown to be epiphenomena. In the last section, the proposal is extended to lengthening in reduplicants and tentatively to word final lengthening in n-stem vocatives.

Abstract
This paper discusses the classification of verbal constructions in Malto based on functions expressed through the co-occurrence of verb words at various levels within clauses. Multi-verb constructions in Malto are discussed within the framework of the theories of juncture and nexus proposed by Van Valin, Robert D, and Randy J LaPolla. 1997. Syntax: Structure, Meaning and Function. Cambridge: Cambridge University Press. The functional classes of multi-verb constructions in Malto discussed in this paper include explicator compound verbs, conjunctive participle constructions, and reduplicated verbs. Rank-defining properties where the inflectional properties relate to the concept of finiteness in verbs are compared with rank shift in Malto. This includes several possibilities such as two clauses coalescing into a single core, category change where nominals are derived from verbs by attaching a nominaliser, or verbs functioning as adverbials by virtue of their position relative to a finite verb.

AbstractIn this article we show, in the light of Bengali data, how verbal constructions known as Complex predicates can be handled in grammar. These constructions are generally described as constituted of two items, the former chosen among various categories of words: noun, verbal forms, adjective, preposition, etc., and the latter, a normally inflected verb. We argue that such constructions are words, and it is preferable to handle them exclusively in morphology. We assume, in the light of Whole Word Morphology, that a Word Formation Strategy may become part of the morphological module of a speaker-hearer if her lexica contains a set of semantically related word-pairs based on the same (i) formal contrast and (ii) categorial affiliation. Hence the individual mental lexica of Bengali speaker-hearers contain sets of pairs of words constituted of simple and complex predicates (such aslikhe'he writes' ~likhejay'he continues to write', etc.). These pairs license particular WFSs (such as /Xe/v,3sg prs↔ /Xejay/v,3sg prs) which can be activated as needed, to form, remember or retrieve other complex predicates such asbolejay'he continues to speak'. Therefore, there is no need to list each one of them separately in a mental lexicon.

Due to the importance of textbooks in teaching, this study analyzes English as a Língua Franca (Jenkins, 2006; Kalva and Ferreira, 2011; Gimenez, 2016) in relation to issues of gender identity (Auad, 2003; Louro, 2008) and racial identity (hooks, 1995; Gomes, 2005). The article analyses how white women and black women are represented in a selected collection of textbooks and how white women and black women are framed in the global context of English as a Língua Franca. Themethodology used is qualitative research (Godoy, 1995) based on documental analysis of textbooks (André, Ludke, 1986), using critical discourse analysis (Fairclough, 2001). We conclude that, in most cases, the images of women represented in these textbooks is that of white women who occupy more privileged social positions and who are native English speakers.

This paper aims at discussing the identity of English professors who are advisors in the Programa de Desenvolvimento Educacional from the state of Paraná and their perceptions regarding the aforementioned continuous teacher training program for basic education teachers. The qualitative-interpretive research (Bortoni-Ricardo, 2008) articulates contributions from Norton (1997; 2013) about identity and investment, with the notions of space and place provided by Tuan (2013). Frominterviews with the professors who are advisors in the program, it was possible to notice an awareness of the limitation of their agency, and a resulting discomfort from it. Such awareness impacts on the understanding of their identities and ontheir places as trainers who are in training as well.

This article reports the experience of supervisors, collaborators and volunteers with the extension project "Atualização de Competência Comunicativa em Língua Inglesa" (Communicative Competence in English Update), executed in 2018 at the University of Western Pará (UFOPA). It is a free update course offered to public school EFL teachers of Santarém, Pará, with two distinct but complementary goals: firstly diminish gaps in the qualification of these professionals caused by theincipient offer of these kind of courses in the city; secondly offer students of the English Licensure at UFOPA the opportunity to teach. After a brief description of the project and the motivation behind it, we will present an analysis of the dynamicsbetween students and teachers throughout the course, as well as the project's results.

This study aims to analyze the extent to which a novice teacher follows (or not) the classroom practices suggested in the teacher's manual he works with, and to uncover the reasoning behind his practice when not doing so, as a manner to understand what aspects tend to mediate his practice. To do so, three classes of a novice teacher from the English Extracurricular Program of Universidade Federal de Santa Catarina were observed, being followed by interviews in which a more experienced peer teacher inquired into the participant's reasoning. Also, the participant answered three questionnaires about his perceptions in relation to the use of the textbook and the teacher's manual. Results show that the teacher's practice is mediated by concepts and beliefs regarding teaching which tend to be unconscious, thus needing to be externalized and assessed so they can be uncovered, understood, and possibly modified.

This paper is divided in two parts, in the first one we address the different definitions of academic vocabulary, the role of academic vocabulary in English for Academic Purposes (EAP) teaching, and present some of the academic word lists compiled up to the present day. The second part of this paper is dedicated to one of the applications of these word lists: to determine the vocabulary profile of a corpus. Hence, the investigation conducted relies on the Academic Vocabulary List (AVL) to determine the use of academic vocabulary in a corpus of Brazilian students. It also addresses the issue of the different coverage provided by the AVL and the Academic Word List (AWL). The results indicate that the AVL is more representative of academic vocabulary in the corpus used as a reference.