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- Os verbos operativos na melhoria cognitiva e na aprendizagem dos alunos: dossiê de atividadesPublication . Sousa, Alcina de; Rodrigues, António; Almeida, Elisete
- Viagem e cosmopolitismo: da ilha ao mundoPublication . Sousa, Alcina; Moniz, Ana Isabel; Pinheiro, Cristina Santos; Pinheiro, Joaquim; Coelho, Leonor
- Discurso das/nas cidades: reflexões interdisciplinaresPublication . Sousa, Alcina; Marçalo, Maria João
- Viagem e cosmopolitismo: da ilha ao mundoPublication . Moniz, Ana Isabel; Pinheiro, Joaquim; Coelho, Leonor Martins; Sousa, Alcina; Pinheiro, Cristina Santos
- Adrian strikes back with style and humourPublication . Sousa, AlcinaMore than half of Adrian’s diary entries (by Sue Townsend, 1982, 1984, 1988, 1991, 1993 and 1999) encompass two decades of the protagonist’s maturing process and existence, in a working class setting. These cover different periods of the British History and sociopolitical events: from Margaret Thatcher’s takeover to Tony Blair’s government. Indeed, Adrian finds it difficult to conform to a way of life which he holds up as trivial. Besides, “Englishness” has acquired, in his unexpected conservative stance, a multicultural dimension for much of Adrian’s disenchantment. Therefore, he is fiercely committed to preserve the all-British standards, evidenced in his behaviour and discursive practices, by means of a witty dialogue, irony, hyperbole, and parody. The aim of this paper is to bring to the fore some of the protagonist’s sociocultural references and stylistic choices which challenge readers with humorously “unusual and unexpected events to the ‘maps of meaning’ (Hall et al., 1978: 54-55), that already form the basis of their cultural knowledge” of everyday language. Readers identify strings of continuity, on the one hand, and of rupture between the scheming of the old empires and the new goals of global capitalism, on the other. Perhaps Townsend’s premise against life’s “alogical” course of events led her to create a fictional character for whom humour may be suggestive of “a certain ideal image of the world” (Critchley 2002: 87-90).
- Female voices in a continuum: the contribution by Susan Lilian Townsend (1946-2014)Publication . Sousa, Alcina Maria Pereira de
- Textworlds in interplay: the rhetoric of film induced tourismPublication . Sousa, Alcina; Silva, João
- A retórica dos planos urbanísticos: visões partilhadas e diálogos em continuumPublication . Sousa, Alcina Maria Pereira de; Lourenco, Julia M.
- Revisiting the role of listening as an integrative/interactive skill in linguistic and intercultural educationPublication . Sousa, Alcina Pereira de; Kurteš, SvetlanaThe paper discusses the role and importance of well-developed active listening skills from multidisciplinary perspectives, paying special attention to listening as an integrative and interactive skill, primarily in the context of linguistic and intercultural education. Specifically, the paper presents a short overview of multidisciplinary studies in listening, then shifts focus to a discussion of the relevant results of a collaborative research project undertaken at the University of Madeira (Portugal) in 2014, drawing additionally upon data collected in 1998 and 1999. The final section further contextualises the relevance of active listening skills within linguistic and intercultural education, specifically its latest postmodern iteration.
- Intercultural exchanges in a foreign language dimension in retrospect: a corpus analysis of respondents' perceptionsPublication . Sousa, AlcinaThis paper aims at reassessing some evidence on EFL learners’/undergraduates’ perceptions on intercultural exchanges in/between a foreign language (FL) and mother tongue (L1), grounded on an empirical research undertaken in Madeira (1998-1999). This involved a representative number of 12th form Humanities students (secondary school) and first- and second-year undergraduates taking English (Joint Honours) then. The process of interpretation of respondents’ output borrows from a cross-disciplinary framework (Traugott and Pratt 1980, Woods et al. 1996) in a postmodern paradigm of applied research to which Foucault (1972), Bakhtin ([1935] 1990) and Barthes (1975) have left their contribution, while resorting to corpus analysis (Biber et al. 1998, Sinclair 2004). The analysis of some core lexemes, like text, knowledge, and meaning, and other collocations were singled out which have allowed for the identification of recurrent patterns (for example, “informative texts”, “descriptive texts” and “cultural texts”) and the meaning potential associated with them. Among the issues under scrutiny, there will be a focus on both language/culture interface underpinning FL teaching/learning standards, and informants’ affective identification with a foreign language/culture reinforced by the so-called representative cultural artefacts (Byram 1988: 41). In the discussion about the dialogic encounter of mother tongue/foreign languages, issues of culture, identity, discursive communities and practices will come to the fore.