https://revistas.udea.edu.co/index.php/ikala/issue/feed Íkala, Revista de Lenguaje y Cultura 2024-01-31T00:00:00-05:00 Dr. Luanda Sito revistaikala@udea.edu.co Open Journal Systems <ul> <li class="show"><strong>ISSN: </strong>0123-3432</li> <li class="show"><strong>eISSN:</strong> 2145-566X</li> <li class="show"><strong>Periodicity:</strong> Quarterly</li> <li class="show"><strong>Creative Commons:</strong> <a href="https://creativecommons.org/licenses/by-nc-sa/2.5/co/" target="_blank" rel="noopener">by-nc-sa</a></li> </ul> https://revistas.udea.edu.co/index.php/ikala/article/view/353095 Contributions of Online Dialogic Feedback to the Writing of the Discursive Genre “Graduate Thesis” 2023-04-25T11:52:39-05:00 Guadalupe Álvarez galvarez@campus.ungs.edu.ar Ayelén Victoria Cavallini ayelencavallini@gmail.com Hilda Difabio de Anglat ganglat@gmail.com <p>Feedback by experts and peers is pivotal when it comes to prepare a thesis. However, studies on dialogic feedback in graduate school are inchoate, with its impact on textualization not being addressed. This article is based on a study that inquired about the contributions of online dialogic feedback to the writing of the discursive genre "thesis", in a graduate educational program in the field of social and human sciences. The study focused on the revision of thesis chapters written by eight students enrolled in the program. The multiple case study included information from several sources, namely questionnaires, records of feedback and changes between the first and final chapter drafts, and in-depth interviews. The results suggest two main contributions to the textualization of online dialogic feedback based on the thesis genre: analysis and edition of the own thesis, and emotional aspects involved in its production. These findings provide information to promote decision-making regarding planning and management of teaching proposals oriented to thesis production at the graduate level.</p> 2023-10-25T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353434 A Socio-Anthropological Characterization of Sign Language Interpreters in Colombia 2023-08-15T14:43:17-05:00 Wilson Miguel Salas Picón wilson.salas@campusucc.edu.co Francy Elena Galván Acosta francy.galvan@campusucc.edu.co Julio César Moreno Correa julio.moreno@campusucc.edu.co Libardo Corzo Colón libardointer@hotmail.com <p>In Colombia, sign language interpreters are needed to provide different services to deaf people, thus guaranteeing their access to fundamental rights. However, no studies have been carried out on a profile of people working as mediators/interpreters between Colombian sign language (LSC, as per its initials in Spanish) and the varieties of Spanish spoken in different regions of this country. To fill this gap, a descriptive study was carried out by applying a survey to 138 Colombian interpreters, which allowed to identify a set of characteristics related to their work, such as the time and place where they began working as interpreters, their training, employment status and income, use of digital mediation, perception of prestige and security, and membership in interpreter associations. Results show that working as an interpreter involves some risks in the areas of job stability, income and quality of life, which may linked to interpreters taking on other activities to earn enough income to sustain themselves and cover their basic needs. These findings pave the way for policy making aiming to improve interpreters' work conditions and quality of life.</p> 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/356077 Presentation 2024-01-26T11:09:21-05:00 Luanda Sito luanda.soares@udea.edu.co 2024-01-31T00:00:00-05:00 Copyright (c) 2024 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/352656 Re-visioning Ayi Kwei Armah’s Fragments: A Corpus Stylistic Analysis Using Wmatrix 2023-09-19T05:13:11-05:00 Emmanuel Mensah Bonsu ebonsu@stu.ucc.edu.gh Samuel Kwesi Nkansah snkansah@ucc.edu.gh <p>The numerous literary explorations of Ayi Kwei Armah’s novels reveal his aesthetic creativity and relevance in addressing African and diasporic issues that have contemporary relevance. Guided by two objectives, this corpus study set out to analyse the narration and thematisation of Armah’s <em>Fragments</em> (1970) through part-of-speech and semantic domain tags using Wmatrix. We compared <em>Fragments</em> as a target corpus with two other novels by Armah. Results of the analysis suggest that Armah alternates between homodiegetic narrative in character dialogues and monologues, which dominate the main heterodiegetic discourse narration. He also provides a critical perspective on the immediacy of a historic and instantaneous present by giving a specific past account that projects a possible continuity of events in Ghana and Africa. Additionally, Armah discusses the geographic mobility of characters as a metaphor for a quest for a place of being and identity. These findings illustrate the value of applying computational tools like Wmatrix to examine African literary texts and provide a base for further studies.</p> 2024-02-05T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/352678 The Impact of a Vision Intervention on Translation and Interpretation Students’ L2 Motivation 2023-05-19T08:14:03-05:00 Benjamin Carcamo benjacarcamo.m@gmail.com Carmen Carmona carmen.carmona@upla.cl <p>Visionary teaching interventions have had a positive impact on developing and strengthening students’ ideal L2 self and motivated behavior. However, research on the effects of this kind of intervention on the motivation of translation and interpretation students is scarce. Using a mixed methods approach, the study aimed to evaluate the impact of a semester-long intervention, focused on translation and interpretation students’ future professional careers, on their motivation, intended effort, and willingness to communicate. The participants were translation and interpretation students with a B1 level of English, who were divided in two groups for the study. The treatment group received a vision intervention (N=14) whereas the control group (N=14) did not. To measure the differences in motivation before and after the intervention, a questionnaire was used. Additionally, a semi-structured interview was used to explore in greater depth the students’ perceptions of the experience. The results of this study reveal that visionary teaching increased both ideal L2 self and intended effort of students. Furthermore, it showed that the intervention was memorable for students and that it benefited them in establishing a future L2 professional vision as well as outlining the steps to achieve it. Our findings suggest the importance of including visionary teaching in translation and interpretation programs so that students can become motivated and involved in their future professional paths.</p> 2023-12-05T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/354417 German-to-Basque Translation Analysis of Multiword Expressions in a Learner Translation Corpus 2023-09-14T14:56:59-05:00 Zuriñe Sanz-Villar zurine.sanz@ehu.eus <p>This paper presents the results of the annotation in a learner translation corpus consisting of German source texts and student translations into Basque. The analysis was carried out with the purpose of identifying trainee translators’ strengths and weaknesses when translating multiword expressions, such as compounds, collocations, and idioms. The data comprised eight German source texts and sixty-eight Basque translations from undergraduate students enrolled at the University of the Basque Country. From the total number of annotations (1214), which include not only errors but also cases of interference from the source language and positive outcomes, around 27 % are related to multiword expressions. The results of the translation analysis show that there are variables — such as the use of machine translation systems, the level of specialisation of the source text, the type of multiword expression to be translated or the absence of a literal counterpart in the target language — that may affect the translation of such units and lead to erroneous solutions and/or interference in the outputs produced by the trainee translators. From a pedagogical point of view, these findings will have a direct impact on the translation classes and will be very valuable for designing corpus-based in-class activities</p> 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353501 TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study 2023-06-29T08:16:30-05:00 Carmen Pérez-Sabater cperezs@idm.upv.es Enrique Cerezo-Herrero enrique.cerezo@uv.es Inmaculada Barbasán Ortuño inbaror@upvnet.upv.es <p>The interweaving of in-person and online teaching at the university level requires the implementation of new resources that allow the coexistence of these two forms of education. To that end, we addressed the incorporation of TikTok and FlipGrid at the university for speaking practice in the foreign language classroom. We compared the results of this teaching experience in three courses, in two foreign languages, English B2 and Italian A2, in engineering degrees. The methodological design of this research comprised a classroom intervention, an analysis through surveys, and feedback sessions. The results indicate that the use of short videos for speaking practice is motivating and enriching in all the study groups and in both languages, although the participants do not consider the use of TikTok appropriate at university. In FlipGrid, on the other hand, there have been no doubts about its suitability for academic purposes. Besides, the comparison between languages, and therefore levels, indicates that Italian A2 learners view TikTok with a more positive attitude than those of English B2. Our findings bring to the fore the potential of short video recording and the need to link the academic and social contexts for a more well-rounded educational experience.</p> 2023-12-05T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353637 Science, Folklore, and Ecology of Knowledges in Aoyama’s Detective Conan Anime 2023-08-01T13:23:42-05:00 Alba Quintairos-Soliño alba.quintairos.solino@uvigo.gal Francisco Miguel Ojeda-García ojedagfran@ugr.es <p>During the Anthropocene, science and folklore have been efficient explanatory models of the world. However, numerous studies suggest a convergence of both perspectives in contemporary mass media productions, being Japanese animation a clear example. The aim of the research presented here was to analyse how science and folklore are integrated and opposed in Aoyama’s Detective Conan, an anime where cases often happen in rural Japan and where folk references confront Conan’s detective reasoning. To reach this objective, a comprehensive qualitative and quantitative study of the presence of folklore in this work—through aspects such as characterisation or narratives—was conducted in 75 cases and over 155 episodes which include references to folklore in their background, plot, or characters. The analysis revealed that, when folklore and science interact, rational thinking is usually preferred over folk beliefs; characters are stereotyped according to their genre or origins; and, more importantly, supernatural beliefs can be included in detective fiction without being ridiculed by the most rational characters.</p> 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353447 Motherhood Off-Field in Contemporary Spanish Comedy Drama Shows over Video-on-Demand Platforms 2023-06-20T09:51:43-05:00 Mariona Visa Barbosa mariona.visa@udl.cat Lorenzo Javier Torres Hortelano lorenzojavier.torres.hortelano@urjc.es María Isabel Menéndez Menéndez mimenendez@ubu.es <p>Spain is the second country in Europe with the lowest birth rate and the second country where women delay motherhood the most. Within this context, this article analyses how motherhood is socially constructed in six contemporary Spanish comedy drama TV shows, brought to the public via video-on-demand platforms.<br />Firstly, quantitative and qualitative analyses were conducted observing the presence of reproduction-related processes, women’s aims, and plural representations of motherly figures. Secondly, a qualitative methodology of text analysis was applied to study how first and last appearances of starring actresses was staged in the shows in order to make the narrative arc visible. Drawing from this, the article found that (a) starring actresses in Spanish comedy dramas have plenty of knowledge and command upon their reproductive processes, and that while motherhood<br />is not a priority to them, when they are faced to motherhood, women often break away from traditional stereotypes; and 2) in these fiction works, decisions<br />on motherhood are represented as the result of individual drive, highlighting a<br />lack of commitment with the current social situation. This article shows that today’s dramedies have moved a step forward with regard to the representation of motherhood in the early 20<sup>th</sup> century Spanish fiction, while they do not show the responsiveness to social reality as contemporary English-language comedy drama show.</p> 2023-12-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353885 Interpersonal and Parasocial Relationships in Mercer Mayer’s Frog Stories: a Multimodal-Semiotic analysis 2023-08-01T13:49:58-05:00 Francisco Antonio Martínez-Carratalá franciscoantonio.martinez@ua.es Cristina Cañamares Torrijos Cristina.Canamares@uclm.es <p><em>Frog Stories</em>, Mercer Mayer’s series of six wordless books, has often been used in various research studies in clinical settings, but its communicative particularities have been consistently overlooked. This study focuses on the multimodal semiotic analysis of this work to identify their discursive features. This multimodal study follows a quantitative and qualitative methodology to identify, quantify, and interpret the resources and interactive relationships referred to focalization, social distance and attitude that the use of certain semiotic resources provokes in the 150 illustrations of the series. The results of the analysis indicate that the first album book employs varied semiotic resources, while the rest systematically use the same elements in their narrative construction: supply images, unmediated perspective, social distance and an attitude of equality between the characters and the reader. These choices are connected with the interactive relationships they provoke and with the semiotic codes they allude to. On the other hand, the repeated use of the same resources promotes the reader to build different parasocial relationships with the characters represented. These resources can influence the reader’s positioning and condition his or her reading comprehension and interpretation. We conclude by pointing out the importance of multimodal semiotic analysis, given its implications in reading comprehension.</p> 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353289 Ideologies on Display: A Critical Analysis of First-Term Gubernatorial Inaugural Speeches in Nigeria 2023-08-24T13:25:16-05:00 Mathias Chukwu mathias.chukwu@unn.edu.ng David Olorunsogo sogodav@gmail.com <p>The interest of scholars in political discourse has always been drawn to the dynamics of inaugural speeches and the implicit/explicit portrayal of ideologies. Extant studies have explored discourse patterns, thematic orientations, power relations, rhetorical devices, ideologies, and other issues in inaugural speeches. This paper offers a holistic investigation of the recurring ideologies in first-term gubernatorial inaugural speeches across Nigeria. The data for the study are drawn from 25 inaugural speeches made between 2014 and 2015 across the 36 states in Nigeria. The source of the data is <em>Inaugural Speeches: President and Governors of Nigeria (2014-2017).</em> Through the theoretical lens of van Dijk’s approach to critical discourse analysis, four ideologies were identified in the speeches. These manifest ideologies in the speeches are idealistic ideology, theistic ideology, messianic ideology, and democratic ideology. They are found to drive the establishment of the authority of the governors through the process of sensitizing the citizens about the governor’s interpretation of the election, the presentation of novel principles and perspectives that the new administration would imbibe, and how they would inform governance for the tenure. The reoccurring strategies actualized to project the ideologies are consensus, polarization, lexicalization, presupposition, and metaphors.</p> 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/353669 Book review: Traducción literaria y género: estrategias y prácticas de visibilización 2023-05-22T07:30:51-05:00 David Marín Hernández dmarin@uma.es 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura https://revistas.udea.edu.co/index.php/ikala/article/view/354924 Book review: Traducción y paratraducción del odio: historia, historiografía y representación de los fascismos y del Holocausto 2023-09-18T14:55:49-05:00 Olaya Martínez Sánchez olaya.martinez.sanchez@gmail.com 2024-01-31T00:00:00-05:00 Copyright (c) 2023 Íkala, Revista de Lenguaje y Cultura