Vol. 34 No. 1 (2020): Línguas & Tecnologias: modalidades, desafios e experiência

Articles Special Issue

• Introduction

  Sílvia Araújo, Herminda Otero Doval, Ana Maria Cea Álvarez

  1-3

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• Alterity and responsibility videoanimation multissemiotical text reading as intersubjective construction in teaching/learning situation

  Marco Antonio Villarta-Neder, Helena Maria Ferreira

  4-25

  • PDF (Português)

• Texts in social networks: A study from reading teaching to the use of learning materials

  Williany Miranda da Silva

  26-40

  • PDF (Português)

• Hypertextual retextualization in didactic digital material for e-learning

  Débora Liberato Arruda Hissa, Nukácia Meyre Silva Araújo

  41-57

  • PDF (Português)

• Literacy and multimodality in english teaching: Practices in technical and technological courses

  Carla Luciane Klos Schöninger

  58-69

  • PDF (Português)

• The intersemiotic transcriation in the formation of readers-in-act: A possible reactivation of the reading practice in the teaching-learning process

  Isadora Bllavinha

  70-94

  • PDF (Português)

• The formation of the literary reader in childhood: Interrelationship between multimodal textualities and interaction resources in book apps

  Paulo Henrique Machado, Maria de Lourdes Rossi Remenche

  95-121

  • PDF (Português)

• Multimodal intertextuality

  Carlos Eduardo Nunes Garcia

  122-134

  • PDF (Português)

• Modern fruits of baroque trees: Adaptation strategies of father António Vieira’s sermons to comic-book story

  Saulo Gomes Thimóteo

  135-153

  • PDF (Português)

• Read and navigate on Dante's route of hell

  Ana Paula Pinheiro da Silveira, Maria de Lourdes Rossi Remenche

  154-172

  • PDF (Português)

• Digital games as motivation for the development of reading

  Regina Cláudia Pinheiro, Francisco Alexandre Lima, Júlio Araújo

  173-198

  • PDF (Português)

• Posibilities of augmented reality in fiction literature for pre-readers (0-6 years)

  Villar Arellano, Carola Sbriziolo

  199-224

  • PDF (Español (España))

• L2 vocabulary instruction: An analysis of smartphone applications for English learning

  Daniel Reschke Pires, Celso Henrique Soufen Tumolo

  225-247

  • PDF (Português)

• Digital media in autonomous German vocabulary learning: a case study

  Judite Carecho, Rute Soares, Anabela Fernandes

  248-274

  • PDF (Português)

• Can tablets in efl classes impact students’ motivation to learn English?

  Sílvia Roda Couvaneiro, Neuza Pedro

  275-290

  • PDF (Português)

• Translanguaging practices in deafs’ technology-mediated language education

  Aryane S. Nogueira

  291-310

  • PDF (Português)

• The use of Orthographic corrector in computerized textual productions: A comparative process analysis

  Thalia de Oliveira Kasiorowski, Paula Ávila Nunes

  311-335

  • PDF (Português)

• Flipped classrooms: Making them work for foreign language students

  Laura V. Fielden, Mercedes Rico, María José Naranjo

  336-354

  • PDF (Português)