OVERLAPPING FACTORS IN THE ANALYSIS OF THE PRONOMINAL VARIATION NÓS/A GENTE

This article aimed to analyzed, from statistic results obtained after different rounds of the VARBRUL program, the overlapping factors in a joint analysis of the variables phonic projection, tonicity and verb tense in the study of the variation nós/a gente. The sample consisted of 24 interviews lasting 40-45 minutes each, made between 2007-2010 in Concordia – SC, and stratified according to gender, two age ranges (under 45 years and 50 years and over) and three levels of education (elementary school I, elementary school II and high school). By adopting the theoretical support of the Variation Linguistics we therefore sought to discuss methodological aspects related to overlapping factors of independent variables that are usually taken into account in the analysis of the pronominal variation nós/a gente in the subject position. Data were obtained through analysis of a corpus with 1553 occurrences of the surveyed pronouns: 770 of nós and 783 of a gente. Results showed that a joint analysis of the variables phonic projection, tonicity and verb tense significantly changes results, both with regard to the groups of selected factors and to the relative weight assigned to the analyzed variables. 

O USO DE VERBOS EXISTENCIAIS NOS SÉCULOS XVIII, XIX E XX: VARIAÇÃO NO PORTUGUÊS PERNAMBUCANO

O presente trabalho objetiva descrever o uso de verbos com sentido existencial através do tempo no português, analisando, como corpus, manuscritos do século XVIII, XIX e XX, escritos por pernambucanos, e usando, como metodologia, a quantificação da Sociolinguística Variacionista (cf. LABOV, 1994). Os resultados indicam que, pelo menos, desde o século XVIII há a variação entre ser, haver, ter e existir para indicar estruturas existenciais no português, mas, desde essa época, há uma saliência de estruturas com haver, o que corrobora estudos já feitos sobre o tema que indicam que, no português brasileiro atual, há uma robustez de dados com haver em estruturas existenciais na escrita, em detrimento da fala, onde estruturas com ter são mais produtivas.

The alternation of pronoun forms te and lhe in personal letters of Ceará

This study aims to analyze the alternation of pronouns “te” and “lhe” for the 2nd PESS SING, in personal letters written in Portuguese in the State of Ceará, Brazil, during the twentieth century, in the light of the theoretical and methodological assumptions of Variationist Sociolinguistics (LABOV, 1972, 1994). The sample to be analyzed is composed of 186 personal letters. It seeks to investigate the actions of groups of linguistic factors tense and pronoun position in relation to the verb in the alternation of social forms. Then are presented the results of this alternation by senders of the letters, in order to refine the analysis and describe the distribution of these forms by author. Data were submitted to the computer program GoldVarb X (SANKOFF; TAGLIAMONTE; SMITH, 2005) and indicate that the alternation “te”/“lhe” presents percentages rather balanced when considering the analysis of all the letters. In the analysis by sender, the results demonstrate that there are authors who only used “te”, and authors only used “lhe”, and authors that make the alternation “te” / “lhe” in their writing. 

Thoughts on the development of writing on language settings contact

This scientific paper presents the results of an ethnographic study and it is aimed at reflect about the development of writing in language contexts in contact through reflective analysis of the interferences of speech in the writing production of children enrolled in the 7th grade of elementary school. The languages contexts in contact pay attention due to the complexity than the teaching of standard variety takes on linguistic diversity that enters the school. In this sense, we base this research on the theory Educational Sociolinguistic, based on authors: Bortoni-Ricardo (2004, 2005 and 2011) and Damke (1988, 2009 and 2013). The results demonstrate that the marks of the languages in contact that are present in the writing, are regulars and depend on the linguistic contact of the speaker, blending with the linguistic variation of the Portuguese language, and what it allow create pedagogical intervention activities that consider specifics contexts writing.

LINGUISTIC VARIATION: A PERSPECTIVE OF EDUCATIONAL SOCIOLINGUISTICS

This study discusses the aspects related to linguistics variation from the perspective of Educational Sociolinguistics. It has as main purpose to comprehend the relation between elements resulting from Sociolinguistic and the education of Native Language, as well as to motivate a reflection about the process of teaching-learning to make a profound study of the discussion of questions related to linguistic variation in the scholar context, looking for an improvement of teaching methodology. This study makes use of a methodological approach of qualitative and bibliographic character, since it aims to develop theoretical knowledge about Educational Sociolinguistics articulating these aspects with practical elements of teaching languages. For so, it was tried to develop an education intervention proposal, in order to motivate the teachers to develop their educational practices, based on language use, communicative situations, for the purpose of improving the students communicative competence. It refers to a proposal that has not been applied yet and that should be adapted according to the extra linguistic context, in which learning community is inserted, becoming then a real intervention. For now the aim is to encourage thoughts about its viability. 

SOCIOLINGUISTIC SIGNS IN COMPENDIUM OF RULES: AN ANALYSIS FROM THE INFANTE'S WORK

This article aims to reflect and demonstrate, on the basis of sociolinguistics, as normativism that coats the grammatical discipline, usually considered rigid and inflexible by supporters of Textual Linguistics, is conducted differently in the Curso de Gramática Aplicada aos Textos, Ulysses Infante, in other words, more flexible and sensitive to the social context of the individual, pointing to a evolution, although slow, of the application proposals of grammatical rules. For this, we adopt bibliographic research and the qualitative aproach to appreciate some stretches where the author seems inclined to give a social treatment to Portuguese similar to that proposed by sociolinguistic perspective, so that you can ponder about a possible change in the way of guide to grammar Language Portuguese. At the end, it is clear that the proposal by the grammar compendium approach represents an evolution regarding treatment usually meted out to grammatical discipline, behold considers various sociolinguistic precepts.

VARIAÇÃO LINGUÍSTICA E ENSINO DE LÍNGUA PORTUGUESA: ASPECTOS INOVADORES NA ESCRITA ESCOLAR

Discutimos, neste texto, a contribuição da pesquisa variacionista de base laboviana para o ensino de Língua Portuguesa através da análise de fenômenos linguísticos variáveis na escrita escolar. Nosso principal ponto é mostrar que, durante o processo de ensino/aprendizagem, entram, na escrita escolar, tanto variantes linguísticas que não carregam estigma social quanto variantes que são estigmatizadas socialmente, o que pede que a escola não só reconheça a língua como dotada de uma heterogeneidade ordenada, mas também trabalhe essa heterogeneidade e o valor social das formas variantes. Para a discussão dos dados, focalizamos na análise de quatro fenômenos linguísticos variáveis, a saber, (i) variação ter, haver e existir, (ii) nós e a gente na posição de sujeito, (iii) concordância verbal com nós e (iv) concordância verbal com a gente. Dessa forma, consideramos que, para um melhor entendimento desses processos na escola, é preciso que o professor não só reconheça que tanto a língua falada quanto a língua escrita são constituídas discursivamente por formas linguísticas que competem entre si, como também trabalhe essa heterogeneidade linguística.

Translation as a resource for the teaching of linguistic diversity in foreign language

Translation has played many roles in foreign language teaching. It has been, on the one hand, considered a fundamental methodological tool, constituting the core of the grammar-translation approach, and, on the other hand, heavily criticized and excluded from the classroom, whether from the practical or the theoretical point of view. Currently, with the communicative approach to language teaching, the study of language varieties has become very important to the learner, and considering the need to understand and interpret the meaning of a word within a specific socio-cultural context during the translation process, it is of paramount importance to acknowledge sociolinguistic variations in the text to be translated. Thus, our goal is to show, through a reflective analysis, that translation can be an educational resource for the teaching of linguistic diversity in foreign language. This study isbased on theoretical assumptions on translation dating from the time of Cicero and Saint Jerome to the present times.

THE LANGUAGE OF POLITICAL LEADERS: AN ETHNOGRAPHIC APPROACH

Increasingly, social areas traditionally reserved for only a portion of the population have been open to participation by a variety of subjects. The political domain is exemplary in this regard. For a variety of reasons, positions of both the legislature as the Executive have been busy not only for individuals from urban cultures where there is a predominance of practices and literacy events, but also of rural cultures where these practices and events are not so frequent - or even that between. Using theoretical and methodological assumptions of Sociolinguistics, specifically the so-called Ethnography of Communication approach, is analyzed in this article, the communicative competence of the heterogeneous group of councilors of the Municipality of São Domingos - BA, focusing on their varying skills stylistic. It also notes it is the relationship between the socio-cultural characteristics of political leaders and their linguistic performance in the Ordinary Session, a communication event that requires a high degree of stylistic monitoring.

BELIEFS AND ATTITUDES: A SOCIOLINGUISTIC STUDY IN THE TOWN OF PRANCHITA-PR

The study of beliefs and attitudes has been increasingly valued in the field of modern Sociolinguistics, as, by means of such data, it is possible to clarify phenomena that cannot be explained only by the linguistic context. In relation to that, another factor is extremely important for the analysis of facts connected with language: the appraising attitudes that each speaker attributes to his/her speech and to the other varieties present in the area. This is the reason why the object of study in this work is the beliefs and attitudes of the speakers from the town of Pranchita-PR. Therefore, this work aims at (i) verifying its inhabitants’ opinions concerning the varieties present in the area; (ii) describing and analyzing the speakers’ feelings and opinions in relation to the language of the neighboring country, Argentina. With approximately six thousand inhabitants, Pranchita is ethnically constituted by descendants from several nationalities: Italians, Germans, Polish, Spanish, besides the fact it is on the border with Argentina.  The corpus of this work consists of oral records collected within the scope of the interinstitutional Project Linguistic Beliefs and Attitudes: a study of the relationship between Portuguese and other contact languages, whose informants were divided according to sex, age and school level. Overall, 17 interviews were analyzed by using, as theoretical basis, the works by Labov (1972), López Morales (1993), Moreno Fernández (1998) among others.

THE LANGUAGE PATHS: A HISTORICAL REVIEW

This article aims to address the history of language from Antiquity to the structuralism of Saussure (2003) relating the concepts of language and sign language with the assumptions of Sociolinguistics, the science of language use in society. It is a succinct and objective approach of the various currents of thought about language throughout history, on the relationship between linguistic structure and social aspects and the close relationship between language, identity and society. This approach could also serve as a foundation more uniform for any student of language in their first steps on the road studies and research on this topic.

Linguistic behavior of Italian descendants in Cascavel/PR

The maintenance and preservation of a linguistic variety are linked to historical issues, which consequently outline the beliefs and attitudes of a community. Depending on the community in which the speaker is inserted, his way of communicating can be stigmatized or prestigious. Thus, in addition to historical factors, the cognoscenti, affective and emotional components, which are connected to the way of thinking, feeling and evaluate are crucial for maintenance or not of a linguistic variety. Therefore consider the immigration process of Italian and migration of the descendants of this ethnic group until reach Cascavel city is important to understand how historical factors influence the beliefs and attitudes of the Italian community from southern region in this city. In addition, Frosi, Faggion Dal and Horn (2010) binding on the language attitudes also to social factors age and gender. Thus, in order to demonstrate the behavior of some descendants of Italians in Cascavel city before the language of their ancestors, 18 informants were selected, Italian descendants of southern colonization and that live in this town for more than 30 years or that were born in the city, which were distributed in the following dimensions: through generational and sexual. From this, individual interviews were conducted through the application of a semi-guided questionnaire and the data allowed checking the linguistic and cultural behavior of the Italian descent community from southern region, that is, those who came from Rio Grande do Sul and/or Santa Catarina states. We found that bilingualism levels vary depending on social factors such as gender and age, as well as historical factors. Language is a form of expression of a culture, however, an ethnic community does not presuppose the existence of a speech community.

BELIEF AND THE LINGUISTIC ATTITUDE OF CAPANEMENSE

Despite not using the Spanish language, Brazil borders with several countries that speak this language. The State of Paraná, for instance, has nineteen districts bordering with Paraguay and Argentina. In this geographical context is inserted Capanema city, whose multi-ethnic environment not only promotes the exchange of goods but also culture, beliefs, customs, and especially the language. This work takes as its investigation object the speech of Capanemenses with the aim of verifying the positive and negative views of these subjects regarding the multiple languages ​​and varieties with which they live on today. Following the mentalist methodology (LÓPEZ MORALEZ, 1993), the collected data analysis through interviews in locus showed that, compared to Argentines, most Capanemenses presents a positive attitude, both in relation to the Argentine people properly said, as their mother tongue, seen in a prestigious way by the interviewees. As for Paraguayan, a significant amount of informants showed not see them in a positive way, presenting a justification for this refusal the difference in culture, indigenous origin, low technology and education, as well as the language issue - Guarani, Jopará. On the other hand, the German people’s seen as introverted by their lack of emotion, but responsible in everything they do. The German language has not been evaluated positively by the Capanemenses, as it’s considered difficult and awkward. Finally, we note that, believing that Italian culture and language are close to the one existing in Brazil, due to Latin ascendancy, respondents react favorably on the Italians, people judged by Capanemenses as joyful and spontaneous. Keywords: beliefs and linguistic attitudes, language prejudice, languages in contact, Capanema.   

THE POLICY LANGUAGE OF THE PROJECT INTERCULTURAL BILINGUAL SCHOOLS OF BORDER OF THE MERCOSUR: SECOND LANGUAGE TEACHING FOR THE BORDER AREAS

The present work belongs to the Sociolinguistics area, specifically to the Linguistic Politics research line, and it aims to infer from the analyses of official documents the MERCOSUL linguistic politics to its region and to its frontiers answering the question “which linguistic politics motivates the implementation of the Frontier’s Intercultural Bilingual Schools Project?” It is unveiled, then, different linguistic politics that request different teaching strategies, involving or a foreign language teaching (in the large scope of Mercosul) or a second language teaching (in the restricted scope of MERCOSUL’s frontiers). By analyzing the Brazil-Argentina Bilateral Meeting Reports of the Frontier’s Intercultural Bilingual Schools Project (PEIBF) and the sociolinguistic diagnostics done by the teams of the two countries in theirs respective cities, it is shown how the lack of a larger systematization of the differences between the Mercosul linguistic politics can be characterized as a hindrance to the development of PEIBF, once some of the proposals made by the argentine team responsible for the PEIBF seems to go at the meeting of the foreign language teaching and not at the meeting of the second language teaching.

EXTRALINGUISTIC FACTORS IN THE USE OF THE ARGENTINE VOSEO: A DIDACTIC PROPOSAL FROM THE TRANSLATION OF COMICS

Regarding the process of translation, the analysis of intra and extratextual factors allows the translator to identify which aspects of the source text will have to be, or will not have to be, adapted at the translation to the culture of the target text (NORD, 2012). This fact allows a connection between Sociolinguistics and Translation Studies, which has already been pointed out by Mayoral (1998), Bolaños-Cuéllar (2000), among others. Therefore, this paper seeks to elaborate an activity project making use of translation, in a functional and pedagogical perspective, with the purpose of raising awareness and the teaching of extralinguistical factors in the usage of the Argentinian voseo and brazilian learners of Spanish at high school. To do so, starting from a theoretical discussion regarding the use of translation in foreign language classes and the connection between translating activity and the knowledge of linguistic variation, we elaborate a didactic sequence involving the translation of Argentinian comic strips to Brazilian Portuguese. In this didactic sequence, we elaborate an analysis script for the comic strips based on a pre-translation model proposed by Nord (2012), which may contribute with the design of didactic proposals in this theoretical path.