V. 21, N. 2 (2022) | Revista da ABRALIN

DOI: https://doi.org/10.25189/rabralin.v21i2

From phonetic studies to oral language teaching: a multidimensional perspective

Recio-Pineda S;

Leite-Araujo M;

From phonetic studies to oral language teaching: a multidimensional perspective | 1-9
31.12.2022

Phonetic transcription of spontaneous children's speech with the aid of software: a systematic review

Caumo D T M;

França M P;

Homrich da Silva C;

From phonetic studies to oral language teaching: a multidimensional perspective | 10-31
31.12.2022

The influence of the point of articulation on catalan vowels

Rius-Escudé A;

Font-Rotchés D;

From phonetic studies to oral language teaching: a multidimensional perspective | 32-47
31.12.2022

Melodic analysis of speech as a distinctive tool for the idiolectal profile of speakers

Cabedo Nebot A.

From phonetic studies to oral language teaching: a multidimensional perspective | 48-70
31.12.2022

The intonation of absolute questions in Northern Chile: Iquique and La Serena

Pérez Mora V. A.

From phonetic studies to oral language teaching: a multidimensional perspective | 71-99
31.12.2022

The intonation of declarative questions in Northern British English varieties in spontaneous speech

Sola A;

Torregrosa Azor J;

From phonetic studies to oral language teaching: a multidimensional perspective | 100-129
31.12.2022

Intonational characteristics of brazilian portuguese spoken by south-korean speakers: a melodic analysis of speech

Fonseca de Oliveira A;

Feiten Motta T L;

From phonetic studies to oral language teaching: a multidimensional perspective | 130-149
31.12.2022

Melodic features of the expression of joy in L2 Spanish spoken by Chinese-speaking immigrants residing in Madrid (Spain)

Sun S;

Herrero Fernández C;

From phonetic studies to oral language teaching: a multidimensional perspective | 150-173
31.12.2022

Prosodic analysis of discursive markers in colloquial conversation

Mateo Ruiz M;

Cantero Serena F J;

From phonetic studies to oral language teaching: a multidimensional perspective | 174-192
31.12.2022

Prosodic perceptive thresholds in Spanish: intensity and duration

Pálvölgyi K. B.

From phonetic studies to oral language teaching: a multidimensional perspective | 193-208
31.12.2022

¿Enseñanza explícita o imitación? Cómo desarrollar algunos rasgos suprasegmentales en la producción oral de estudiantes de español hungaroparlantes

Baditzné Pálvölgyi K;

Kovács D;

From phonetic studies to oral language teaching: a multidimensional perspective | 209-229
31.12.2022

Inserting pronunciation in the pedagogical curriculum: a proposal for an audiovisual task for teaching E/FL

Corrêa Lopes Q R;

Fonseca de Oliveira A;

From phonetic studies to oral language teaching: a multidimensional perspective | 230-253
31.12.2022

Rethinking Critical Language Education and BNCC: Discussions and Practices

Reflecting on Critical Language Education and the Common National Curricular Base

Silva K A d;

Morgan B;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 254-260
31.12.2022

(Mis)paths between the BNCC and the ENEM: for a Portuguese language teaching anchored to multimodal and critical discursive genres

Albuquerque R;

Moutinho Diefenthäler J;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 261-287
31.12.2022

Freirean orientations in curriculum policies and language/languages research

Takaki N H;

Queiroz L;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 288-311
31.12.2022

Educational construction of senses

Costa S M;

Silva K A d;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 312-332
31.12.2022

Destabilizations in English language teaching: domination or place of re-existence?

Santclair D;

Sabota B;

Silva K A d;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 333-350
31.12.2022

Engaged multiliteracy as a possibility for curriculum justice

Reis Mendes M;

Português P;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 351-378
31.12.2022

Common National Curriculum Base and Portuguese Language: echoes of multiliteracies

Sousa Silva S. A.

Rethinking Critical Language Education and BNCC: Discussions and Practices | 379-405
31.12.2022

Concepts of literacy(ies) in the National Common Curricular Base of elementary education

Mafra G M;

Semechechem J A;

Mello C J d A;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 406-430
31.12.2022

Critical Applied Linguistics and the teaching of Portuguese Language: weaving threads from the Common National Curricular Base

Campêlo Costa M;

Silva K A d;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 431-459
31.12.2022

Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará

Soares D M R;

Santos C B d;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 460-478
31.12.2022

The continuum between text, discourse and genre in official documents: initial study

Henrique E;

Pereira S V M;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 479-500
31.12.2022

Coloniality between the lines: silences and ambiguities in the Portuguese Language National Curricular Common socle for high school

Fraguas M M d M;

Oliveira M L C d;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 501-529
31.12.2022

Towards a critical anti-racist linguistic education: Portuguese Language teaching and the BNCC

Nunes R H;

Silva K A d;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 530-545
31.12.2022

The meanings of “Maranhense” and “Maranhensity” in the curricular document of the Maranhão territory: culture, race and education

Fernandes A B;

França G d R A;

Chaves T V;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 546-568
31.12.2022

Linguistic negligence in the National Common Curricular Base against the linguistic rights of indigenous peoples in the teaching of indigenous mother tongue

Lima A d S;

Rethinking Critical Language Education and BNCC: Discussions and Practices | 569-589
31.12.2022