Didattica e inferenze: Uno sguardo alle attività di comprensione della lettura nei manuali di PLE

The present study is part of the wide-ranging interdisciplinary linguistic research committed to investigating the cognitive and metacognitive strategies involved in text comprehension processes, both written and oral, by foreign language learners. This article analyses some reading comprehension activities proposed by PFL (Portuguese as a foreign language) teaching coursebooks, and specifically their promotion of inferential processes, and the way in which they can foster higher quality reading skills. The aim of the research is, therefore, the unveiling of the cognitive processes involved in the interaction between learner and the text. To this end, psycholinguistic notions of reading and its teaching are adopted. Six PFL teaching coursebooks (competence level C1) are examined from this theoretical perspective, and textual interpretation activities are discussed qualitatively. The reference research model is that proposed by Applegate et al. (2002), which suggests a change of perspective in the elaboration of reading proposals and sets new goals that would lead readers to a profound reflection on what they are reading and on the use of the information in the text to reach their interpretation

As representações socioculturais do indígena num livro didático de PLH: cristalizações e mudanças

The aim of this study is to analyse the sociocultural representations of indigenous people contained in the PLH teaching manual Brasileirinho: português para crianças e pré-adolescentes by Claudenir Gonçalves (2017). The work falls within the framework of language didactics studies, particularly of Brazilian Portuguese as a Heritage Language, and those related to social representations. The analysis aims to consider the different approaches adopted by the author to the transmission of the indigenous figure and his culture and, at the same time, highlights any existence of prejudices and stereotypes

A aprendizagem do português por estudantes italófonos: o papel do transfer linguístico

Ainda são raros os estudos específicos centrados no fenómeno das interferências entre os idiomas que Paul Teyssier definiu como “línguas românicas do sul” (italiano, francês, espanhol e português); o presente trabalho propõe-se definir o transfer e as suas características durante o processo de aprendizagem do português LE por estudantes universitários italófonos, baseando-se numa análise contrastiva entre as línguas românicas do sul, numa análise de erros de um corpus e na hipótese da existência e influência da interlíngua em cada aprendente. Através de um estudo pormenorizado dos erros cometidos no corpus, classificarei, com a ajuda de gráficos, as línguas responsáveis pelo transfer e evidenciarei as zonas linguísticas mais afetadas por este fenómeno em cada língua em estudo.Studies concerning the phenomenon of linguistic interference among the Romance languages classified as “southern” by Paul Teysser (Italian, French, Spanish and Portuguese) are still uncommon. The present work aims at illustrating the concept of transfer (that is, crosslinguistic influence) and its features by focusing on the way in which italophone university students learn Portuguese. The research focuses on contrastive analysis of southern Romance languages and a close examination of the errors made by them. Through a systematic classification of these errors I will identify the languages patent in the transfer and I will underline the main linguistic areas affected by this phenomenon

Didattica e inferenze: Uno sguardo alle attività di comprensione della lettura nei manuali di PLE

The present study is part of the wide-ranging interdisciplinary linguistic research committed to investigating the cognitive and metacognitive strategies involved in text comprehension processes, both written and oral, by foreign language learners. This article analyses some reading comprehension activities proposed by PFL (Portuguese as a foreign language) teaching coursebooks, and specifically their promotion of inferential processes, and the way in which they can foster higher quality reading skills. The aim of the research is, therefore, the unveiling of the cognitive processes involved in the interaction between learner and the text. To this end, psycholinguistic notions of reading and its teaching are adopted. Six PFL teaching coursebooks (competence level C1) are examined from this theoretical perspective, and textual interpretation activities are discussed qualitatively. The reference research model is that proposed by Applegate et al. (2002), which suggests a change of perspective in the elaboration of reading proposals and sets new goals that would lead readers to a profound reflection on what they are reading and on the use of the information in the text to reach their interpretation

The Grammatica da Lingua Italiana para os Portuguezes by Antonio Prefumo: between the traditional and the conversational method

Within the Italian FL grammatical tradition, the 19th century is a very fruitful period. In other contributions, we have highlighted how several Portuguese and Italian figures connected to the circle of the S. Carlos Theatre in Lisbon act as preceptors and compose some grammars, which contain a strong normative part and, at the same time, connect themselves to the conversational tradition: among these works, the Grammatica da Lingua Italiana para os Portuguezes by Antonio Prefumo (Lisbon, 1829) plays a central role, as it goes through four editions over almost forty years. The paper analyses the social and intellectual context of production of this text, besides outlining the author's profile and providing a philological reconstruction of the sources and models adopted. Furthermore, the paper attempts an analysis of the Grammatica that, on the one hand, highlights both the heritage of the vernacular and Enlightenment grammatical traditions and its innovative aspects and, on the other hand, compares the various editions through the study of their macro-textual areas. The methodology underlying our description follows that proposed by Swiggers (2006, 168) being based on four aspects: the analysis of the author, the audience, the subject described and its form. This approach places the author at the centre of a historical conjuncture in which the traditional grammatical method was associated with that of conversation, responding to the demand of an audience that increasingly approached the study of FL for practical reasons, rather than to meet the traditional educational demands of the upper classes

PART II – Língua e Didática do PLE

Part I

Pesquisa e ensino do português no âmbito acadêmico italiano

Nesse número temático da Revista L&L, destacam-se dezoito artigos que rearticulam dois binômios conceituais interligados e em combinações muitas vezes originais e de forma alguma tidas como certas, demonstrando ainda mais não apenas o inesgotável potencial de linhas analíticas ligadas tanto à pesquisa linguística aplicada ao ensino da língua portuguesa, quanto à pesquisa ligada à didática. De fato, essas contribuições evidenciam a fértil e reconhecida capacidade dos autores deste volume em conseguir conjugar a tradição com a inovação e a tentativa de rever, revolucionar visões e conceitos difusos e aceitos através de pesquisas inovadoras que nos levam a refletir muito sobre o objeto língua portuguesa. No entanto, gostaríamos de agradecer a todos aqueles que o tornaram possível, participando com suas contribuições e, em particular, os keynote speakers do IV Congresso Internacional “O ensino do português brasileiro na universidade italiana” e do I e do II Congresso Internacional “Dia Mundial da língua portuguesa”: Dinah Callou, professora emérita da Universidade Federal do Rio de Janeiro; Maria Eugênia Lamoglia Duarte, professora titular da Universidade Federal do Rio de Janeiro, e o professor Carlos Alberto Faraco, professor emérito da Universidade Federal do Paraná. Por fim, gostaríamos de dedicar esse número especial a um amigo, a um irmão, a um estudioso excelente, Salvador Pippa, que nos deixou cedo demais, mas que continua presente nas nossas lembranças com o seu sorriso e a sua alma gentil

Part I – Língua e Linguística

Part

A Federated Learning Framework for Stenosis Detection

This study explores the use of Federated Learning (FL) for stenosis detection in coronary angiography images (CA). Two heterogeneous datasets from two institutions were considered: Dataset 1 includes 1219 images from 200 patients, which we acquired at the Ospedale Riuniti of Ancona (Italy); Dataset 2 includes 7492 sequential images from 90 patients from a previous study available in the literature. Stenosis detection was performed by using a Faster R-CNN model. In our FL framework, only the weights of the model backbone were shared among the two client institutions, using Federated Averaging (FedAvg) for weight aggregation. We assessed the performance of stenosis detection using Precision (P rec), Recall (Rec), and F1 score (F1). Our results showed that the FL framework does not substantially affects clients 2 performance, which already achieved good performance with local training; for client 1, instead, FL framework increases the performance with respect to local model of +3.76%, +17.21% and +10.80%, respectively, reaching P rec = 73.56, Rec = 67.01 and F1 = 70.13. With such results, we showed that FL may enable multicentric studies relevant to automatic stenosis detection in CA by addressing data heterogeneity from various institutions, while preserving patient privacy

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries