Elizabeth Alvarado

RESUMEN. Este ensayo intenta establecer las representaciones sociales durante la ocupacion de Monterrey por tropas estadounidenses (1846-1848), a traves de una investigacion documental donde se revisan documentos y archivos locales para esclarecer la percepcion de los mexicanos sobre la ocupacion de la capital de Nuevo Leon por los estadounidenses durante 22 meses. . En Monterrey se hicieron por primera vez nuevas formas de violencia, las infringidas por una guerra moderna que utilizo artilleria, combate urbano en el centro, fuerzas militares profesionales y nuevos conocimientos para legitimar el control del pueblo. La guerra fue el espejo donde los mexicanos verificaron su otredad, vieron otras vestimentas, escucharon un nuevo idioma y conocieron expresiones religiosas protestantes. Desde entonces, la vision de la alteridad fue la de los ataques de los nativos, entonces, se convirtio en hombres blancos que ejercieron su supremacia etnica y militar y abusos incontables a la poblacio...

Language teaching is characterized for assisting students in the development of the linguistic competence. Thus, students interact and are able of communicating efficiently in real situations. However, the metaphorical side of the learning process is nearly explored by language teachers. Currently, several researchers, such as Acquaroni (2008), Lamartí (2011) and Domínguez (2020) show evidence that metaphors play a more important role than expected. Along with this statement, the role of culture in metaphors and cognitive processes are relevant and crucial elements that should be included in language teaching. The relevance of this work relies on the role of culture and society in metaphorical processes and English learners. Language learning and language teaching can benefit from methodologies based on metaphors, acording to the ideas stated by the researchers mentioned previously. This qualitative research, with a descriptive approach, shows results that support the hypothesis that there are sociocultural elements present in the L1 that generate, or inhibit, the linguistic transfer, and are evidenced in the development of the metaphorical competence in the L2. The changes in the current sociolinguistic contexts, the new teaching techniques and their approaches, and the closeness that students have with different linguistic elements foreign to their own language, predict the emergence of cognitive phenomena that can set ground for new strategies based on the use of metaphors. Finally, these ideas agree with Lakoff and Johnson (2003) say about metaphor and communication, stating that most of the daily activities (arguing, problem solving, organizing time, etcetera), are metaphors in nature.

The following paper deals with the concept and typology of terminological synonyms in English and Czech, focusing on the official sport terms codified in English and/or Czech dictionaries. The analysis focuses on Anglicisms as terminological doublets, hyposynonyms, stylistic synonyms, and false friends. Results show that a high number of synonyms were generated by the process of transshap-ing or translating English terms into Czech. Our analysis suggests that there may be found three types of sports synonyms in English (real, quasi-, and pseudo-synonyms) and four main types in Czech (terminological doublets, Anglicisms as hyposynonyms, false friends, and stylistic synonyms). The use of synonyms is even more evident in modern or newly created sports; mass media and the accessibility of data through the Internet playing an essential role as they mediate an immense input of information to the target population.

Language represents one of the main factors that determine the distinctiveness and cultural identity of each branch of sport. Its rich lexicon is an indication of its diffusion and status in the society. A large number of professional and trade jargons such as coaching jargon, sports training terminologies, the language of sport sciences, sport medicine and athletes' and sport fans' slang have emerged from the area of sport. Each of these reflects phonetic, stylistic and morphological features of its national language. Given that English has undoubtedly become the source language of sports terminology with a vast influence on other languages, the aim of this paper is to compare the formation processes in both Czech and English sports terminologies, emphasizing the influence of English on the formation of Czech sports terms.

With the aim of increasing institutional visibility at an international level, universities have focused their attention on implementing English for Occupational Purposes (EOP). EOP is a learner-centred approach whose main features are: special attention to learners’ needs; inclusion of content-related material and activities; and the use of innovative teaching methodology. The analysis of students’ needs is a cornerstone of any EOP course, as it provides specialists with essential information for developing tailor-made curricula. The aim of this study was to analyse students’ needs regarding English courses at the Faculty of Sports Organization (FOD) of Nuevo León, Mexico. Method. The sample was composed by 242 students from FOD. Questionnaires and interviews were used. Results. Sports students perceive speaking and listening as the most difficult skills but also the most needed for their professional future. In addition, they prefer to study sports-related contents by means of interactive strategies and a learner-centred approach. Conclusions. Implementing sports-science- related EOP courses is a necessary step for the academic and professional development of sports students. Special focus must be put on speaking and listening, as well as more practical teaching strategies that allow students to be active during the EOP classes.

El objetivo del presente estudio fue identificar las representaciones sociales sobre los conceptos de enseñanza y aprendizaje, que posee un grupo de formadores de docentes de inglés como lengua extranjera, de la Universidad Autónoma de Nuevo León (UANL), en México. En este estudio se siguió una investigación mixta a través de la técnica de las redes semánticas naturales y el análisis de datos usando el modelo de las representaciones sociales de Serge Moscovici. Los resultados indican que las representaciones de enseñanza y aprendizaje reflejan, por una parte, en gran medida el discurso institucional y por otra, que el modelo educativo en la UANL está en transición de un modelo tradicional a uno inclinado hacia nuevas propuestas sobre enseñanza y aprendizaje.