Suchergebnisse

The development of the north-eastern French region of Lorraine is not only determined by its peripheral position, but also particularly by the border location and, associated therewith, by the immediate neighbourhood of Germany. Historical structures from the Celtic, Roman and German periods as well as the German-French conflicts that started in the 19th century were the reasons that Lorraine could not unite till now, but in the final analysis is a divided region. Witness thereof give, among others, the Romanesque-Germanic language divide and the still ever present rivalry between Nancy, the capital of the former Duchy of Lorraine, and Metz, the former Celtic Mediomatrics' seat and a presently still important diocese. The development of the Romanesque-Germanic language divide and the great number of historic monuments show that Lorraine was exposed to the changing influences of the Romanesque and Germanic cultures. For the idea and/or the political vision of a "Lotharingia" which presently makes its appearance in the Saar-Lor-Lux region concept to succeed, it is of great importance that the mental barriers between the Romanesque and Germanic culture must be overcome. Lorraine's socio-historical heritage does not only make an important contribution to the identity evolution of the Lorraine people, but also accounts for the region's attractiveness. As a European cultural region, the border location obtains a boosting revaluation since the linking rather than the seperating character of Lorraine is now highlighted.

El presente estudio buscó hacer un análisis de las implicaciones de la lengua de señas en la generación y desarrollo de movilizaciones sociales y políticas y ciberactivismo en países de la región andina como son Venezuela, Colombia, Ecuador, Perú, Bolivia y Chile. La lengua de señas fue considerada como una práctica intelectual de la comunidad sorda que sirve como contexto y pretexto para establecerse como sujetos políticos y agentes sociales de cambio. Se hizo bajo un enfoque cualitativo, y se realizaron acercamientos a la comunidad sorda de estos países haciendo once entrevistas estructurales y un grupo focal. Además se revisaron páginas web de asociaciones y federaciones de los países objeto con el fin de analizar los caminos de la movilización social y política de la comunidad sorda en estos espacios. Todo se realizó haciendo análisis de contenido de la información mediando una unidad de análisis. Entre lo encontrado se resalta que la movilización social y política de la comunidad sorda en los países de la región andina en general se encuentra en procesos de co-construcción y renovación principalmente porque aun en el colectivo no se distingue entre ser persona con discapacidad o ser parte de una minoría etno-lingüística. En lo que respecto a las movilizaciones virtuales, aun el colectivo no ha descubierto el poder que tiene el ciberespacio como una vía alternas para sus luchas y resistencias. ; Abstract. This article pretends to make an analysis of the implication of sign languages on the generation and development of social and political movements and ciberactivism in countries of the Andean region such as Venezuela, Colombia, Ecuador, Peru, Bolivia and Chile. Sign language was considered as an intellectual practice of the deaf community that serves as context and pretext in order to establish themselves as political subjects and social agents of change. The research was done under a qualitative focusing, and approaches were made to the deaf community from these countries making eleven structural interviews and one focal group. Moreover, web-pages of associations and federations from these countries were checked with the objective of analyzing the paths of the social and political movements of the deaf community in these spaces. Everything was made by a content analysis of the information by means of an analysis unit. Among the findings highlights that in general, social and political movements of the deaf community in Andean region are in process of co-construction and renovation mainly because the collective does not distinguish between being a person with disabilities and being part of an ethno-linguistic minority. Regarding virtual mobilizations, the collective has not yet discovered the power of cyberspace as an alternate path for struggles and resistance. ; Maestría

Search for trajectories of further development linguistic forensics - promotes innovative solutions. Linguo-ecological expertise must be included in the structure of scientific research. Textbooks on the forensic theory of examination are quite worthy of supplementing with a section on linguoecology. Open opponents of environmental values are hard to find today. This has been consistently incorporated into the structure of modern politics.

For the first time the subject of the study is the origin of Ukrainian press and books, preconditions for their appearance and stages of development in Great Britain.The sources of the study are such funds as: Taras Shevchenko's library-archive funds of the Union of Ukrainians in Great Britain, The Ukrainian Publishing Union, Archive of the Ukrainian Press Bureau, located in the Polish Institute of London and British National Library (The British Library) in London, worked out during the author's internship in London, 2016.The specifics of Ukrainian emigration in the UK is substantiated, and on this basis, presented author's conception of the major stages appearance and development periodization of the main Ukrainian centers in this country. According to the chronology, the following stages are singled out. 1902–1908: activity of the first Ukrainian colony in Manchester. 1919–1921: activity of Ukrainian diplomacy mission in London. 1930–1939 — activity of Ukrainian press bureau in London. 1940–1945: arrival of thousands of Ukrainian descent soldiers from the Canadian and Polish military formations of the anti-Hitler coalition countries. May-June 1947: arrival of former SS "Galicia" division soldiers-prisoners of war from Italian war camps "Rimini" and "Belaria". 1941–1949: arrival of Ukrainian wanderers-migrants from the so-called DP camps.It is proved that the first printed periodical of Ukrainians in the UK was an English-language bulletin of Ukrainian diplomacy mission in London "The Ukraine". The second English periodical printed body with a clearly defined Ukrainian trace was "The Bulletin" of The Ukrainian Press Bureau.The research details about the first Ukrainian newspaper in London "Nash Klych" ("Our Call"). In January 1947, this newspaper was renamed into "Ukrainska Dumka ("Ukrainian Thought") which became the organ of the Union of Ukrainians in Great Britain.It is substantiated the reason for appearance in August 1947 of an alternative to "Nash Klych" and "Ukrainska Dumka", magazine of Ukrainians in Great Britain "Ukrainskyi Klych". Its main task was to promote the ideas of the Ukrainian national liberation movement and Ukrainian nationalism. On the basis of this newspaper, the magazine «Vyzvolnyi Shliakh» (Liberation Way) will be founded later and also in London will be registered another public institution of Ukrainians — Ukrainian Publishing Union.The author analyzes organizational principles of formation, program principles and problems of these first, at the territory of Great Britain, Ukrainian-language newspapers.

For the first time the subject of the study is the origin of Ukrainian press and books, preconditions for their appearance and stages of development in Great Britain.The sources of the study are such funds as: Taras Shevchenko's library-archive funds of the Union of Ukrainians in Great Britain, The Ukrainian Publishing Union, Archive of the Ukrainian Press Bureau, located in the Polish Institute of London and British National Library (The British Library) in London, worked out during the author's internship in London, 2016.The specifics of Ukrainian emigration in the UK is substantiated, and on this basis, presented author's conception of the major stages appearance and development periodization of the main Ukrainian centers in this country. According to the chronology, the following stages are singled out. 1902–1908: activity of the first Ukrainian colony in Manchester. 1919–1921: activity of Ukrainian diplomacy mission in London. 1930–1939 — activity of Ukrainian press bureau in London. 1940–1945: arrival of thousands of Ukrainian descent soldiers from the Canadian and Polish military formations of the anti-Hitler coalition countries. May-June 1947: arrival of former SS "Galicia" division soldiers-prisoners of war from Italian war camps "Rimini" and "Belaria". 1941–1949: arrival of Ukrainian wanderers-migrants from the so-called DP camps.It is proved that the first printed periodical of Ukrainians in the UK was an English-language bulletin of Ukrainian diplomacy mission in London "The Ukraine". The second English periodical printed body with a clearly defined Ukrainian trace was "The Bulletin" of The Ukrainian Press Bureau.The research details about the first Ukrainian newspaper in London "Nash Klych" ("Our Call"). In January 1947, this newspaper was renamed into "Ukrainska Dumka ("Ukrainian Thought") which became the organ of the Union of Ukrainians in Great Britain.It is substantiated the reason for appearance in August 1947 of an alternative to "Nash Klych" and "Ukrainska Dumka", magazine of Ukrainians in Great Britain "Ukrainskyi Klych". Its main task was to promote the ideas of the Ukrainian national liberation movement and Ukrainian nationalism. On the basis of this newspaper, the magazine «Vyzvolnyi Shliakh» (Liberation Way) will be founded later and also in London will be registered another public institution of Ukrainians — Ukrainian Publishing Union.The author analyzes organizational principles of formation, program principles and problems of these first, at the territory of Great Britain, Ukrainian-language newspapers.

There has been a significant upsurge of research regarding gender and its connection to teacher professional identity. In this paper, we adopt a decolonial stance to document how the queer identities and pedagogies of two teachers of English resist colonial notions of being and doing within the English Language Teaching (elt) setting. This study regards gender identity as a political mechanism that has been structured in terms of relations of domination. In addition, it explores these structures by employing the coloniality of being as the axe to analyse gender categories in the elt field. To do this, we used a narrative approach to voice personal constructions of gender and gendering discourses about queer identities and pedagogies. Findings suggest that queer teachers of English construct and negotiate their identities in their professional settings and their own performativities in the classroom shape their own epistemologies and teaching practices. ; Se ha dado un aumento significativo de la investigación sobre el género y su relación con la identidad profesional docente. En este artículo, adoptamos una postura decolonial para documentar cómo las identidades y pedagogías queer de dos profesores de inglés se resisten a las nociones coloniales de ser y hacer dentro del entorno de la enseñanza del inglés (ELT). Este estudio considera la identidad de género como un mecanismo político que se ha estructurado en términos de relaciones de dominación. Además, explora estas estructuras empleando la colonialidad del ser como eje para analizar las categorías de género en el campo de ELT. Para hacerlo, utilizamos un enfoque narrativo para expresar construcciones personales de género y discursos de género sobre identidades y pedagogías queer. Los resultados sugieren que los profesores queer de inglés construyen y negocian sus identidades en sus entornos profesionales y sus performatividades en el aula dan forma a sus propias epistemologías y prácticas de enseñanza. ; Houve um aumento significativo nas pesquisas sobre ...

The philological expression of the structural features of intertextuality and its varieties in the prose of the prominent representative of postmodernism in Ukrainian literature of Yurij Izdryk are analyzed in the paper. The poetonym aspect of intertextuality as a text-discursive category in contemporary postmodern fiction is foregrounded. It is proved that the name of the literary character is a component of the general game of the postmodern author with the reader that affects the structure and semantics of proper names. Examining the components of the Yurij Izdryk's prose intertextuality, it was found that the postmodernist writer significantly expanded and diversified poetonym means of expressiveness, social and intellectual significance of literary poetonyms. It was found that historical and geographical names, cultural phenomena, proper names of the famous figures of history, politics, art and culture dominate among intertextual nominations in postmodern fiction that contributes to the perception of the idea of the literary work by the reader. It is proved that Yurij Izdryk uses intertextual nomination in the language game together with the violations of the spelling rules aimed at provocation, strengthening of the expressive function of the postmodern prose. It is revealed that being in the aesthetic coordinates of postmodernism Yurij Izdryk does not only realistically reproduce the linguistic world of social texts, but also actively works, experiments in order to create characteristic carnival atmosphere of the postmodern prose that also affects the onym segment of the belles-lettres work. ; В статье исследованы произведения современного украинского прозаика Ю. Издрыка в разрезе реализации структурных признаков категории интертекстуальности, репрезентированный в современной постмодернистской прозе компонентами поэтонимии. Доказано, что интертекстуальность является одним из неотъемлемых признаков украинского постмодернизма и выполняет текстообразующую функцию. ; У статті досліджено твори Ю. Іздрика в аспекті реалізації структурних ознак категорії інтертекстуальності та її різновидів. Актуалізовано поетонімний аспект інтертекстуальності як текстово-дискурсивної категорії в сучасному постмодерністському художньому тексті. Доведено, що інтертекстуальність є однієї із невід'ємних ознак українського потмодернізму та виконує текстотвірну функцію.

El texto muestra parte del trabajo realizado a raíz de la participación en diversas investigaciones sobre inmigración y escuela en España. Los objetivos del artículo son: 1). Mostrar la diversidad lingüística de los estudiantes en la escuela en contexto andaluz, producto de los movimientos migratorios internacionales; y 2). Analizar las políticas educativas diseñadas para gestionar dicha diversidad. Los resultados que se exponen –fruto de la realización de cuestionarios, entrevistas y observación participante– indican que, para responder al incremento de la diversidad, las administraciones públicas han diseñado dispositivos para enseñar español al alumnado extranjero y programas para enseñar lenguas como el inglés, francés o alemán, a los que no asisten normalmente los/as alumnos/as inmigrantes, quedando fuera de estas políticas lingüísticas las "lenguas de los/as inmigrantes". En la discusión se reflexiona sobre el trato diferenciador que se está dando con ello al alumnado, de tal forma que podemos hablar de "distintos tipos de políticas para distintos tipos de alumnado". ; This paper is based on some research projects about immigration and education in Spain where I have been working on. The objectives of this work are: 1). To show the linguistic diversity of the students at Andalusian school, due to the migratory phenomenon; and 2). To analyse the educational policies designed to manage the linguistic diversity in schools. The results –obtained by conducting questionaries, interviews and participant observation– indicate that, due to the increase of linguistic diversity in the last decade, some educational policies have been designed to manage the new linguistic and cultural situation, but also indicate that there are 'different kinds of policies for different kinds of students'. As a conclusion of this paper, I make a critical approach of how the government is treating the arrivals of 'new students', and how the different languages have been treated, because some of them have been more recognized than others

The piece's aim is to describe the teaching and learning of French as a Foreign Language (FLE) in Colombia using the University of Caldas as an example. It is about identifying what is lacking, the needs and proposing what is necessary to remedy the situation. We will first describe the situation of FLE and develop theoretical concepts that guide this work : intercultural, representations, stereotypes, FLE teaching, etc. Furthermore, we describe our methodology based on the study of two fields. The first one is composed of two bodies of work: students and teachers of the University of Caldas. Each data consists of two surveys, a sociolinguistic questionnaire distributed to 258 students and 20 semi-structured interviews; a questionnaire distributed to all the FLE teachers of the university and an interview of all these same teachers. Finally, the body of the second field consists of 6 expatriate Colombian FLE teachers who have settled in France. The quantitative study of the questionnaires, and the lexicometric and content study of the data help us to describe an educational context where the intercultural does not have enough emphasis in the teaching of FLE, where the right material and the right conditions to aid the development of this skill do not exist and where representations of learners and teachers can negatively influence the motivation for learning French. Moreover, the second field confirms that the teaching of FLE in Colombian Universities does not transmit intercultural and pragmatic skills to evolve as one would receive living in France. From these results, we will make didactic and political proposals for improving the teaching/learning of FLE in the Colombian universities and for the development of the status of French in the country. ; Ce travail propose de décrire le contexte de l'enseignement/apprentissage du FLE en milieu universitaire colombien à travers l'exemple de l'université de Caldas, d'en identifier les manques, les besoins et de faire des propositions pour y remédier. Pour ce faire, ...

The piece's aim is to describe the teaching and learning of French as a Foreign Language (FLE) in Colombia using the University of Caldas as an example. It is about identifying what is lacking, the needs and proposing what is necessary to remedy the situation. We will first describe the situation of FLE and develop theoretical concepts that guide this work : intercultural, representations, stereotypes, FLE teaching, etc. Furthermore, we describe our methodology based on the study of two fields. The first one is composed of two bodies of work: students and teachers of the University of Caldas. Each data consists of two surveys, a sociolinguistic questionnaire distributed to 258 students and 20 semi-structured interviews; a questionnaire distributed to all the FLE teachers of the university and an interview of all these same teachers. Finally, the body of the second field consists of 6 expatriate Colombian FLE teachers who have settled in France. The quantitative study of the questionnaires, and the lexicometric and content study of the data help us to describe an educational context where the intercultural does not have enough emphasis in the teaching of FLE, where the right material and the right conditions to aid the development of this skill do not exist and where representations of learners and teachers can negatively influence the motivation for learning French. Moreover, the second field confirms that the teaching of FLE in Colombian Universities does not transmit intercultural and pragmatic skills to evolve as one would receive living in France. From these results, we will make didactic and political proposals for improving the teaching/learning of FLE in the Colombian universities and for the development of the status of French in the country. ; Ce travail propose de décrire le contexte de l'enseignement/apprentissage du FLE en milieu universitaire colombien à travers l'exemple de l'université de Caldas, d'en identifier les manques, les besoins et de faire des propositions pour y remédier. Pour ce faire, ...

This paper focuses on public service interpreting in Australia, gives a brief overview of socio-historical features, which, like many predominantly Anglophone countries, had policies and practices that openly discouraged bi- and multi-lingualism and that marginalised translation and interpreting. A change to this occurred in the mid-1970s when social policy caught up with post-WWII reality and multiculturalism became a cornerstone of public policy at all levels. Virtually overnight, national policy required the establishment of a national body that registered suitably attributed interpreters and translators to service the needs of non-English-speaking residents. This has led to the development of T&I infrastructure that is responsive to larger and smaller, older and newer linguistic groups, but which encounters attendant difficulties in the harmonisation of standards of practice amongst interpreters across different languages. The relationship of testing to training is examined and this paper concludes with data on those currently entering the sector: statistics are provided from a sample of 50 trainees, attending an introductory, 40-hour course entitled 'Entry-level Interpreting' on their motivational and career-aspirational features, and on their views and experiences of interpreting practice. ; Este artículo se enfoca en los servicios públicos de interpretación en Australia, y provee información general sobre elementos sociales e históricos de Australia. Australia, como muchos otros países angloparlantes, tenía políticas y procedimientos diseñados para desalentar el bilingüismo y poliglotismo, lo cual consecuentemente marginalizó la traducción e interpretación. Esto comenzó a cambiar a mediados de los años setenta, cuando la política social se puso al corriente de las realidades de la posguerra y el multiculturalismo se volvió una pieza clave de la política pública a todos niveles. Prácticamente de un día a otro, la política nacional requirió el establecimiento de una entidad que registrara intérpretes y ...

The piece's aim is to describe the teaching and learning of French as a Foreign Language (FLE) in Colombia using the University of Caldas as an example. It is about identifying what is lacking, the needs and proposing what is necessary to remedy the situation. We will first describe the situation of FLE and develop theoretical concepts that guide this work : intercultural, representations, stereotypes, FLE teaching, etc. Furthermore, we describe our methodology based on the study of two fields. The first one is composed of two bodies of work: students and teachers of the University of Caldas. Each data consists of two surveys, a sociolinguistic questionnaire distributed to 258 students and 20 semi-structured interviews; a questionnaire distributed to all the FLE teachers of the university and an interview of all these same teachers. Finally, the body of the second field consists of 6 expatriate Colombian FLE teachers who have settled in France. The quantitative study of the questionnaires, and the lexicometric and content study of the data help us to describe an educational context where the intercultural does not have enough emphasis in the teaching of FLE, where the right material and the right conditions to aid the development of this skill do not exist and where representations of learners and teachers can negatively influence the motivation for learning French. Moreover, the second field confirms that the teaching of FLE in Colombian Universities does not transmit intercultural and pragmatic skills to evolve as one would receive living in France. From these results, we will make didactic and political proposals for improving the teaching/learning of FLE in the Colombian universities and for the development of the status of French in the country. ; Ce travail propose de décrire le contexte de l'enseignement/apprentissage du FLE en milieu universitaire colombien à travers l'exemple de l'université de Caldas, d'en identifier les manques, les besoins et de faire des propositions pour y remédier. Pour ce faire, ...

One of the main characteristics of politics is its close connection with power whose positive effect is to work for the common good. However, there is also the risk of political power being used in a less benevolent way. On the one hand, concrete acts are what makes power visible and tangible, yet on the other hand written and oral speech acts will achieve the same end. Then again, words which are spoken or noted down on paper are only one way to get a message across, since everything that remains unsaid also has considerable effects. Missing or fragmentary information hints at the tendency of public institutions to overlook or neglect certain population groups thus putting the members of those groups at a disadvantage, impeding their participation within society. The subsequent analysis of contemporary Mexican-American prose will examine the interactions and effects of political communication in the USA by studying literary characters and their lives as well as the legislative framework and the arguments of individuals in key positions of society. Examining the literary representation of these interrelated aspects in Ana Castillo's novel So Far From God will expose the connections between political acts and statements as well as the effects of the corresponding communication or lack thereof on the people concerned. The interdisciplinary approach of the analysis makes use of scientific knowledge regarding power, language, sociology and cultural studies in order to provide deeper insights into the interaction of politics and literature. ; La política está marcada por el ejercicio del poder, cuyo efecto positivo consiste en asegurar el bienestar común. Sin embargo, el poder político conlleva el riesgo de ser utilizado con motivos no filantrópicos. El poder en sus diferentes formas se vuelve palpable y visible, por un lado, por acciones concretas, así como también por expresiones escritas y orales. De esta forma, no solamente las palabras orales o escritas tienen efecto, sino también las cosas no expresadas. La ...

Book review ; International audience ; Distributed System V (FMOODS) is not a book. It is a luxurious conference proceeding, edited in 2002 under the "shield" of IFIP TC6-WG6.1. FMOODS conference bring researchers from various fields: formal methods (model checking, abstract interpretation, type theory, Hoare-logic, etc.), distributed systems (CSP, pi-calculus, ambients, petri nets, actors, agents, ORB's, etc.), and "all around" object-based theory and practice. Applications in the above fields are various, crucial and pragmatic. Just to mention a few of these: hardware design, security and communication protocols, distributed-embedded-concurrent-collaborative systems, Java software verification, middleware, interoperability, computer-aided collaborative work, air traffic control, telephony features, etc. We think that the community of researchers involved in developing those applications is now mature to use formal methods (and proof assistants) to design/develops/certify "safe software" in the above "hot fields". The major cost in the design phase (it is well understood that a fairly concrete mathematical model costs more in terms of human resources than a UML chart) will benefit from a major "solidity" of the specification of the related software; in latest experiments using certain proof assistants, proofs of the soundness of the specifications can be turned directly into executable code. We are of course far from a "democratization" of such techniques (which can actually be used only by experts) but their recent use in the setting of formal certification of critical applications such as smart-card, embedded software, compilers, protocols for cryptography, Java language, etc., shows that in the near future their use might be as widespread as the use of C++ libraries, or design patterns, or object-orientation. A few drawbacks: the rate of submitted/accepted papers is not known, and only one of the three invited presentations have produced a regular paper (the others ones only gives abstracts). Moreover, ...

Book review ; International audience ; Distributed System V (FMOODS) is not a book. It is a luxurious conference proceeding, edited in 2002 under the "shield" of IFIP TC6-WG6.1. FMOODS conference bring researchers from various fields: formal methods (model checking, abstract interpretation, type theory, Hoare-logic, etc.), distributed systems (CSP, pi-calculus, ambients, petri nets, actors, agents, ORB's, etc.), and "all around" object-based theory and practice. Applications in the above fields are various, crucial and pragmatic. Just to mention a few of these: hardware design, security and communication protocols, distributed-embedded-concurrent-collaborative systems, Java software verification, middleware, interoperability, computer-aided collaborative work, air traffic control, telephony features, etc. We think that the community of researchers involved in developing those applications is now mature to use formal methods (and proof assistants) to design/develops/certify "safe software" in the above "hot fields". The major cost in the design phase (it is well understood that a fairly concrete mathematical model costs more in terms of human resources than a UML chart) will benefit from a major "solidity" of the specification of the related software; in latest experiments using certain proof assistants, proofs of the soundness of the specifications can be turned directly into executable code. We are of course far from a "democratization" of such techniques (which can actually be used only by experts) but their recent use in the setting of formal certification of critical applications such as smart-card, embedded software, compilers, protocols for cryptography, Java language, etc., shows that in the near future their use might be as widespread as the use of C++ libraries, or design patterns, or object-orientation. A few drawbacks: the rate of submitted/accepted papers is not known, and only one of the three invited presentations have produced a regular paper (the others ones only gives abstracts). Moreover, ...