Vol. 22 No. 1 (2022)

View Vol. 22 No. 1 (2022)
Published: 2022-07-07

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Artigos

  • Speaking differently within of Espírito Santo: through the analytical lens of linguistic beliefs and attitudes

    Kauana Scabori dos Santos, Ed Carlos Pagani
    05-21
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p05

  • Some representations of colonization in America: an enunciative analysis

    Bárbara de Souza Freitas
    22-39
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p22

  • The effects of meaning apprehended in graffiti: ideological and socio-historical crossings

    Ana Carolina Bernardino, Rosemeri Passos Baltazar Machado, Ana Luisa Loureiro Bracarense Costa
    40-54
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p40

  • The resources of Modality in journalistic texts

    Ana Paula Santos de Souza
    55-70
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p55

  • O funcionamento das noções de intertextualidade e interdiscurso na textualidade de um meme

    Wendell Robertt Silva Freitas, Carolina Fernandes
    71-88
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p71

  • Written production as a practice of meaning

    Iussara Any da Silva Luz
    89-104
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p89

  • Slam: the production of self-narratives on digital platforms

    Eliane Righi de Andrade, Juliana Trevizan
    105-125
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p105

  • Literacy, digital space and media

    Larissa Candido da Silva, João Paulo Hergesel
    126-144
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p126

  • Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages

    Viviana Amaro, Mariana Cortez, Franciele Maria Martiny
    145-163
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p145

  • Ethical dilemmas in language classrooms: questioning otherwise

    Alex Alves Egido, Giuliana Brossi
    164-182
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p164

  • Learning English based on blended tasks in a flipped online classroom

    Juarez Aloizo Lopes Jr., Camila Gonçalves dos Santos do Canto
    183-201
    DOI: https://doi.org/10.5433/1519-5392.2022v22n1p183