RLA. Revista de Lingüística Teórica y Aplicada

POR UNA DEMOCRACIA DE LA LENGUA. ESCRITORES, FILÓLOGOS Y ACADEMIAS FRENTE AL PANHISPANISMO LINGÜÍSTICO

2025-07-25T23:57:38-04:00

PRESENTACIÓN

2025-07-24T22:50:56-04:00

El volumen 63 (1) - 2025 de la Revista de Lingüística Teórica y Aplicada (RLA) está integrado por siete artículos y una reseña, provenientes de autores internacionales y nacionales. La apertura temática de los trabajos, como es el sello de RLA, abarca diversas líneas de estudio e investigación de la lingu?ística teórica y aplicada.

LEVERAGING DIGITAL COMIC BOOKS TO ENHANCE WRITING SKILLS IN THE EFL CLASSROOM:

2025-07-24T23:40:39-04:00

The use of authentic materials in the teaching of English as a foreign language (EFL), and in particular digital comics, offers the opportunity to work on the target language in a contextualized way, integrating multilingual, cultural and digital competences. In order to analyze the effect of digital comics (reading and creation) on the development of written language in EFL, a three-month didactic experience is conducted with a group of students (n=82) of compulsory secondary education. The data is collected through tests of reading comprehension and written expression before and after the didactic experience. The results show that the use of digital comics (reading and writing) significantly improves written language development in EFL, particularly in the areas of reading comprehension and written expression, especially in written expression. Pedagogical implications for the teaching-learning process in EFL are suggested in order to optimize plurilingual competence.

THE ECOLINGUISTIC APPROACHES OF HAUGEN, COUTO, AND STIBBE FROM THE EPISTEMOLOGICAL PERSPECTIVE OF ENVIRONMENTAL SCIENCES

2025-07-25T01:21:27-04:00

The present study contrasts the epistemological foundations of environmental sciences and the ecolinguistic approaches of E. Haugen (1966, 1969, 1971), H.H. do Couto (2015, 2018a, 2018b) and A. Stibbe (2015, 2021a, 2021b), based on the following categories: object of study, research objectives, ethical framework, working modality, and researcher’s perspective. The results reveal that all three ecolinguistic approaches share a holistic perspective with environmental sciences. However, while Haugen and Stibbe align more closely with environmental sciences in their conceptualization of objects of study and research objectives, Couto diverges by adopting a conceptual basis inspired by biology. The most significant discrepancy lies in the working modality: whereas environmental sciences promote the creation of interdisciplinary projects, ecolinguistic approaches prioritize multidisciplinarity, which limits active collaboration between the social and natural sciences.

STRUCTURAL INEQUALITIES AND ACADEMIC LITERACY:

2025-07-25T17:12:55-04:00

The objective of this research is to characterize the academic literacy practices of students of a Higher Education Institution (HEI) of the Colombian Caribbean coast, contrasting them with the institutional hegemonic discourses on academic performance, for the promotion of an inclusive and constructive approach in education. The methodology is quantitative, descriptive and correlational; an adapted survey was applied to 307 first-year students, divided into three sections: socio-educational information, perceptions of literacy and reading and writing practices at the university. The results reveal the correlation between socioeconomic conditions and literacy: most of the students come from strata 1 and 2 (90.9%), from public education, with a high incidence of rural schools (68.4%) and a substantial lack of support in reading formation during the stages prior to university. The combination of these factors and the low frequency of reading for pleasure (40.1% do not read daily) is manifested in specific difficulties when facing university texts, particularly in following the storyline and understanding the technical vocabulary, problems that are accentuated in those who read less for pleasure. It is concluded that structural inequalities, originating in the low socioeconomic status and predominantly rural and public education of students, translate into limited cultural capital (Bourdieu, 1986). It is therefore imperative that universities and educational policies adopt inclusive and transformative approaches, which value the diversity of student capitals, foster critical awareness and address socioeconomic barriers to build a more just and accessible educational environment.

SELF-REVISION STRATEGIES IN ARGUMENTATIVE WRITING:

2025-07-25T17:52:36-04:00

Feedback processes in writing have been extensively studied from a didactic and corrective perspective; however, they have rarely focused on them as the writer’s own mechanisms of self-regulation. The purpose of this article is to understand possible strategies and operations associated with self-revision of argumentative essay writing and rewriting. A mixed method approach was used: the quantitative dimension was achieved through the revision of participants’ writings using an analytical rubric. While the qualitative-descriptive dimension was operationalized by applying think-aloud protocols to 16 Language and Communications pedagogy students from two regional Chilean universities. Results show that text quality varies according to dimension, considering that there is a significant increase in the comparison of drafts. However, given that participants demonstrate an incipient grasp of self-regulation strategies and tend to rely on external validation when revising their texts, it becomes necessary to incorporate systematic instances of metacognitive reflection into writing classes which will promote student autonomy.

ANALYSIS OF THE USE OF THE SUBJUNCTIVE IN THE ORAL DISCOURSE OF FRENCH-SPEAKING ELE LEARNERS

2025-07-25T22:18:13-04:00

The present study presents the results of the analysis of the use of the subjunctive in the oral production of a specific group of French-speaking learners of Spanish as a foreign language. The starting point of this research is to determine the cause that produces the main errors in the acquisition of the subjunctive mood in the oral plane; in this way, the acquisition of modal alternation is analyzed and patterns of errors common to French-speaking learners are established. At the same time, the aim is to investigate the degree of systematization of errors in the group in order to check the assimilation of the use of the subjunctive mood in their oral productions.

CAUSAL CONNECTORS IN ARGUMENTATIVE TEXTS:

2025-07-25T22:42:34-04:00

The topic addressed in this article relates to the observed uses of argumentative causal connectives among secondary school students in the Biobío region. To this end, a study was conducted in the areas of Computer Learner Corpora (CLC) and Computer-Assisted Error Analysis. The variables considered correspond to the frequency of use of causal connectives and error identification. Based on the Corpus of Learners of Spanish as a L1, 197 textual statements were identified in which causal connectives were delimited. The main objectives are: 1) To determine the most frequent causal connectives in the textual corpus produced by secondary school students, and 2) To identify the most frequent errors in the use of causal connectives determined in texts produced by secondary school students. The results show that the most frequent causal connectives are “ya que,” “porque,” “como,” and “puesto que.” These inter-sentential links were found to be relevant in the secondary school students’ texts; that is, they were used appropriately and their function was adapted to the type of argumentative discourse. However, a total of 100 errors in causal connectives were identified in the corpus: 86% corresponded to errors of omission of the causal connective and 14% to incorrect forms of causal connectives.

ACOUSTIC DESCRIPTION OF THE REALIZATION OF /ts/ IN COSCACH AUDIO RECORDINGS OF SPEAKERS FROM ANTOFAGASTA, CHILE

2025-07-25T23:16:44-04:00

The voiceless postalveolar affricate /ts/ is among the most socially marked sounds in Chilean Spanish. Its more occlusive and anterior allophones, linked to prestige, are preferred by speakers from higher social strata, especially women; in contrast, more fricative and posterior variants, also more stigmatized, are common in lower strata. While this sociolectal pattern has been described in central and southern Chile, it remains undocumented in the north. This study offers an acoustic description of /ts/ realizations in a sample of young male and female speakers from Antofagasta, representing both high and low strata. The analysis focuses on the center of gravity and kurtosis of the fricative portion, as well as the duration of occlusion and frication. Results indicate that high-stratum speakers tend to produce more prestigious variants, whereas low-stratum speakers favor more stigmatized forms. These patterns align with findings from other regions, suggesting a possible diffusion of these trends into northern Chile.