This study aimed to analyze the pragmatic functions of the discourse marker entonces as in the PRESEEA-Cali corpus and to run a variationist analysis to find out the patterns of use in the speech community. A total of 1015 occurrences were extracted from the corpus and related to the discursive variables of position within the speech unit, position within the turn and type of discursive sequence, and to the social variables of sex, age and educational level. The grammatical function was found with very few occurrences. Two additional pragmatic functions were identified: the consecutive and the metadiscursive functions. This last one showed two subfunctions, one of reformulation used to explain, and recapitulate and another of information structuring used to continue or delay the discourse. The variationist analysis indicated that the variable of educational level was not significant. The other variables were found to be significant to different functions and subfunctions.

This study explores how secondary students transfer oral prosody into their written narratives by incorporating graphic markers that emulate the rhythmic and melodic features of speech. Its primary objective is to identify and characterize suprasegmental elements: rhythm, intonation, stress, and duration as they emerge in syntactic choices, expressive punctuation, and narrative structuring. Drawing on a qualitative action-research design, the analysis applies a phonoprosodic framework to a corpus of twelve texts produced for a school competition. The results show that students employ various graphic devices associated with expressive emphasis, including vowel elongation, repetition, emphatic punctuation, and rhythmic patterns based on parallelisms and intentional pauses. These prosodic traces reveal an internalization of phonoprosodic patterns and a marked communicative intent. Moreover, they represent a pedagogical opportunity to strengthen discursive competence through an approach that integrates both oral and written modalities.

Los pronombres de segunda persona en español demuestran la distinción T-V, es decir, permiten establecer distintos niveles de proximidad social dependiendo del pronombre que se elija para el interlocutor. Los estudios sobre este fenómeno abundan, sin embargo, hay una clara ausencia de estudios realizados en la ciudad de Ibagué, Colombia, que puedan servir de referencia. Este estudio hace precisamente eso. A través de una encuesta con una muestra por cuotas calculada de 1000 personas nacidos y criadas en Ibagué, este estudio presenta el uso de tú, usted y vos en Ibagué según uso general, el género, el estrato social y la edad del hablante. Los datos muestran que, si bien usted es el pronombre preferido en Ibagué, e Ibagué obedece patrones pronominales asociados con el dialecto Andino Oriental del español colombiano, hay movimientos en el pronombre tú que podrían indicar que un cambio está en proceso.

Book Review: Demystifying Corpus Linguistics for English Language Teaching

Embracing intercultural dialogue through Otherness can enable higher education institutions to ethically address intercultural issues in local communities facing globalization. Strategies such as the anglicization of the curriculum rarely address interculturality as they overlook its complex and polysemic nature. To shed light on this problem, we drew on intercultural education from a decolonial perspective to study the English program of a Colombian university that promotes internationalization from a territorial perspective. The research strategies included document analysis of 15 communicative tasks, English language faculty’ narratives, and students’ artifacts. To commit to decoloniality, we intertwined these strategies through diálogo de saberes (knowledge dialogues methodology) seminars with faculty. The findings suggest that the tasks openness to diversity and inclusion might contribute to intercultural dialogue but the subtle ways in which they reproduce colonial ideologies hamper it by impeding Otherness. This finding implies the need for decolonial professional development and further research.

This study investigates the sociolinguistic dynamics of the Chaouia variety of the Tamazight language in Foum Toub, Batna, Algeria, focusing on its resilience amidst the challenges posed by modernization and the influence of global languages. A mixed-method approach was employed, combining data from a questionnaire administered to 150 residents of Foum Toub and semi-structured interviews with 10 participants from diverse demographic backgrounds. The findings reveal that, despite the pressures of modernity and globalization, the Chaouia variety remains widely spoken in everyday interactions and is regarded as a vital component of cultural identity among its speakers. Respondents expressed a strong emotional attachment to the language and a commitment to preserving it for future generations. However, the study also highlights significant challenges, particularly societal attitudes toward Chaouia outside its native regions, where speakers often feel judged or alienated. Recommendations include integrating Chaouia into educational curricula, media, and cultural initiatives to promote linguistic pride and awareness, counteracting the risk of a language shift or decline. Furthermore, the study underscores the importance of addressing the socio-political and cultural factors influencing language maintenance. This research contributes to the broader field of sociolinguistics by demonstrating the resilience of the Chaouia variety and its critical role in maintaining the sociocultural fabric of Foum Toub. It advocates for strategic measures to ensure the continued vitality of Chaouia in a rapidly changing world, emphasizing the need for community-driven efforts and inclusive language policies to preserve Algeria’s linguistic diversity.

Con motivo de los cien años de publicación de La vorágine de José Eustasio Rivera, este artículo tiene como objetivo general analizar el valor estilístico añadido por el gerundio en la exposición de algunas figuras retóricas y tropos presentes en dicha obra, pues se parte de la premisa de que, con él, el autor no solo embellece sino que enriquece y destaca la configuración narrativa, estética y simbólica de la obra. El trabajo es un estudio de caso documental abordado desde una perspectiva hipotético-deductiva, descriptiva y correlacional entre el recurso lingüístico del gerundio y las mencionadas estrategias literarias. Se encontró que esta forma lingüística genera no solo dinamismo, continuidad y un efecto de inmediatez en la narración, sino que intensifica el ritmo estilístico vertiginoso del relato; además, contribuye a la creación de imágenes poéticas en las que se enfatiza el carácter sensorial y opresivo del entorno y se configura una atmósfera de fatalismo que refleja las luchas internas de los personajes en relación con el contexto selvático. Se concluye que el modo verbal de gerundio en La vorágine no solo cumple funciones lingüístico-gramaticales (fónicas, morfosintácticas y léxico-semánticas), sino que es un elemento esencial para integrar los diferentes elementos que componen la narración, en especial, el tono y el ritmo.

Teacher educators worldwide have expressed their concern about teaching their students how to transfer theoretical knowledge into practice. Thus, this paper aims to describe a study about modeling lesson planning for 16 preservice teachers at a Colombian university program, featuring authentic materials (AM). It also shows the main perceptions of this group of teachers during the modeling workshops. To collect data, surveys, video recordings, student teachers’ activity samples, and a complete lesson plan was employed. In this action research, data were analyzed using thematic analysis. Findings revealed that following a structure such as pre, while, and post cycle was effective for student teachers to organize a lesson in terms of macro scaffolding. Meanwhile, they encountered challenges when proposing specific steps to accomplish the activities they sketched in a lesson plan. Similarly, these student teachers positively perceived the workshop sessions. This paper concludes by stating some pedagogical implications for further research and reflection.

El fortalecimiento de habilidades relacionadas con la toma de decisiones, desde posturas críticas o propositivas, son aspectos relacionados con el aprendizaje de la lectura y la escritura académicas. El presente artículo de revisión sistemática, en el marco del enfoque cualitativo, tiene como propósito identificar las estrategias pedagógicas que están inmersas en los procesos de enseñanza y aprendizaje de la lectura y la escritura durante la formación universitaria. Para la selección de la información se establecieron criterios de búsqueda que obedecieron al eje de análisis: la lectura y la escritura durante los estudios universitarios. Se propusieron categorías de análisis relacionadas con mediación pedagógica; el método del texto paralelo; la función epistémica de la lectura y la escritura; las concepciones y prácticas pedagógicas y didácticas para mejorar los procesos de lectura y escritura en la Universidad y las literacidades académicas. Se reportan hallazgos relacionados con la amplia diversidad de producciones académicas orientadas a la enseñanza y el aprendizaje de la lectura y la escritura a nivel universitario; reflexiones frente al papel político de las instituciones y el relevante papel del docente como acompañante del proceso.