Medical research production in native languages: A descriptive analysis of PubMed database.

INTRODUCTION: Language barriers in medicine can hinder effective communication, comprehension, and patient care. While English has emerged as the dominant language in global medicine, the importance of native languages should not be overlooked. This article aims to examine the extent of publishing in native languages by analyzing the PubMed database literature to gain further insights into the usage of native languages in medicine and medical research. METHODS: In December 2023, a comprehensive examination of the PubMed literature was conducted for each of the 55 registered languages. We searched for records published in each language (e.g., German[lang]) by applying language filters. Ethnologue provided data on the number of worldwide native speakers for each language, facilitating a comparative analysis. RESULTS: By December 2023, PubMed contained over 36 million publications, with 86.5% of them published in English. German, French, and Russian came after English, with over 700 thousand publications each. Among the languages analyzed, fourteen had fewer than 50 publications, nineteen had fewer than 100, twenty-two had fewer than 500, and twenty-five had fewer than one thousand publications. European languages were well-represented with thousands of publications each, while widely spoken languages such as Hindi and Arabic had limited representation. CONCLUSION: The production of medical research in native languages reflects the attention given to native languages in medicine and medical education within each country. It is crucial to provide due attention to these language-related issues and explore strategies for including native languages in medicine to bridge the gaps in language and medicine.

A study of early multilingualism in Iran: The effects of mother tongue literacy, socio-economic status and foreground TV exposure.

This study investigated interactions among linguistics, social and political factors in a linguistically rich environment. For this purpose, two-hundred Iranian preschoolers (aged 5 to 6 years old) from four ethnic/linguistic groups (Arab, Kurd, Turk and Fars) were selected using multi-stage stratified sampling. All participants took part in an Elementary English language course and their exposure to foreground TV was recorded using media exposure portfolio. Maternal education and family income were considered as criteria for socio-economic status. Children's language proficiency was measured through Language Sample Analysis (LSA). The LSA components included total number of utterances produced, total number of words produced, total number of new words produced and mean length of utterances. Regression analysis, ANOVA and t-tests were used for data analyses. The results showed that bilingual children performed slightly better than multilingual children in LSA measures but this cannot be taken for granted. Moreover, socio-economic status and LSA measures were significantly related but TV exposure was not associated with the LSA measures. These results supported the arguments purported by minority language proponents on the importance of using children's mother tongue in educational curriculum.

COVID-19 and bilingual children's home language environment: Digital media, socioeconomic status, and language status.

Input is considered crucial in bilingual children's language development. This is especially true for bilingual children's mother tongue language learning given its common reduction in input opportunities due to the dominance of one language within society, as seen in countries and regions from Wales to Singapore. Previous studies tend to focus on the quantity and quality of conventional active communication and resources (e.g., speaking and reading with parents) on bilingual children's language development, and substantially, fewer studies have explored this topic from the perspective of digital media. However, the COVID-19 pandemic has accentuated the critical role of digital media in various aspects of life, including bilingual children's home language environment. Thus, to holistically understand bilingual children's daily language input patterns, it is imperative to explore both their conventional and digital media input resources. The current study focuses on English-Mandarin bilingual children in Singapore and would like to explore (1) whether their conventional and digital media language environments have been affected by the COVID-19 pandemic and (2) whether the societal status of a language and familial socioeconomic status (SES) would affect bilingual children's conventional and digital media input. Survey data from 162 parents of English-Mandarin bilingual preschoolers (3 to 6 years old) were used to explore the two research questions. Two online parental questionnaires were employed for data collection. One-way repeated-measures MANOVA and path models were used to address the questions. The results indicated that input patterns from nuclear family members had not been affected by COVID-19; however, the amount and frequency of conventional and digital media materials and activities increased significantly since COVID-19. Higher-SES families possessed more conventional materials and conducted conventional activities more often, while lower-SES families possessed more digital media materials. Both conventional and digital media materials and activities were richer in English than in Mandarin. Higher-SES families perceived digital media usage for learning to be of less importance than lower-SES families. The implications for early bilingual learning following COVID-19 are discussed.

Informal caregivers for the elderly and their ethnocultural background in Quebec: the contribution of a quantitative analysis / Proche aidance d'aînés et appartenance ethnoculturelle au Québec : l'apport d'une analyse quantitative

INTRODUCTION: The number of informal caregivers is expected to increase along with global aging, particularly in countries struggling with shortages of health care professionals, such as in Quebec (Canada). In a society built on immigration, it is more than relevant to question the prevalence of the role of informal caregivers among ethnocultural communities of immigrant origin. To the best of our knowledge, no study has quantitatively studied ethnic informal caregivers for these communities in Québec. Our exploratory research aims to fill this gap. PURPOSE OF RESEARCH: This research aims to explore the influence of ethnocultural affiliation in a minority and immigration context, on the probability of becoming a caregiver in Quebec in a minority and immigration context. RESULTS: The chances of becoming an informal caregiver are high for those born in Canada who participate in religious activities and are female. CONCLUSIONS: There is a statistically significant association between being an informal caregiver and birth location. Those born outside of Canada have fewer chances of being an informal caregiver, reflecting biases in Canadian immigration policies.

Introduction: Le nombre de proches aidants d'aînés est appelé à augmenter en raison du vieillissement démographique mondial, et ce particulièrement dans les pays où persiste un manque de professionnels de la santé, comme au Québec (Canada). Dans une société construite sur l'immigration, il est plus que pertinent de se questionner quant à la prévalence du rôle des proches aidants dans les communautés ethnoculturelles issues de l'immigration. Jusqu'à ce jour, aucune étude quantitative n'a été effectuée à leur sujet au Québec. C'est entre autres ce manque que vise à combler notre étude. But de l'étude: Explorer l'influence de l'appartenance ethnoculturelle en contexte migratoire sur la probabilité de devenir un proche aidant au Québec. Résultats: Les chances de devenir un proche aidant sont élevées pour les personnes nées au Canada qui participent à des activités religieuses, notamment celles qui sont de sexe féminin. Conclusions: Il existe un lien statistiquement significatif entre le rôle de proche aidant et le lieu de naissance. Les personnes nées à l'extérieur du Canada ont moins de chances d'acquérir ce rôle ultérieurement, reflétant les biais des politiques d'immigration canadiennes.

Home-based learning during school closure in Singapore: perceptions from the language classrooms.

The outbreak of the COVID-19 pandemic in Singapore has resulted in the adoption of home-based learning (similar to remote or distance learning' worldwide) due to periodic school closures in Singapore. The media and academia have diverse views on the effectiveness of this alternative mode of education. This study draws data from teachers' interviews and students' focus group discussions of an ongoing large-scale baseline study on mother tongue education to reveal teachers' and students' perceptions of home-based learning. Findings showed that the participating teachers generally mimicked physical lessons online during home-based learning, and they faced difficulties in monitoring students' tasks online. Though students enjoyed the freedom of doing their learning tasks at their own pace, they were concerned with the lack of teachers' support and the social-emotional support from peers. With the feedback and reflections from teachers and students, it was observed that despite the availability of technology and online infrastructure, teachers need readiness for transiting between physical teaching and online instruction, whereas students need readiness for self-directed learning. From students' feedback, it was also noted that parents need readiness for educational technology and support for their children. To better prepare teachers, students, and parents for home-based learning, it is recommended that the developers provide more dedicated resources that take into consideration the different characteristics (e.g. orthography) of each language subject. Parents should also assume a greater role in monitoring their children's learning on behalf of the teachers for better effect in home-based learning.

El español y el wayuunaiki ¿Lengua materna, segunda o extranjera? Sentidos generacionales en estudiantes indígenas wayuu / Spanish and Wayuunaiki, mother tongue, second or foreign language? Generational senses in indigenous wayuu students / Espanhol e Wayuunaiki: Língua materna, segunda língua ou língua estrangeira? Os sentidos geracionais entre os estudantes indígenas Wayuu

RESUMEN El presente estudio tiene como objetivo analizar las representaciones de lengua materna, segunda o extranjera del español y el wayuunaiki en el discurso de indígenas wayuu que estudiaron en el área Metropolitana de Bucaramanga, Colombia, entre el 2011 yel 2020. Como instrumentos para la recolección de datos se aplicaron entrevistas en profundidad; estas fueron transcritas para posteriormente ser analizadas desde el enfoque semiótico del discurso y la teoria de normatividad de las sanciones. Los resultados concluyen que los estudiantes indígenas wayuu otorgan diferentes sentidos al español y al wayuunaiki; que sus representaciones de lengua se transforman generacionalmente según sus experiencias sociales, históricas y multiculturales. Así pues, para los estudiantes wayuu el español se configura como una lengua materna; para sus padres es una segunda lengua y para sus abuelos es lengua extranjera. Además, existen integrantes que conciben el español no como lengua, sino como dialecto. Lo anterior, incita a pensar si pedagógicamente y didácticamente es acorde implementar modelos de ensenanza-aprendizaje estandarizados. También, invita a cuestionarse si los procesos etnoeducativos responden adecuadamente a las necesidades e intereses reales de la población indígena estudiantil.

ABSTRACT The objective of this study is to analyze the mother tongue, second or foreign language representations of Spanish and Wayuunaiki in the discourse of Wayuu indigenous people who studied in the Metropolitan area of Bucaramanga, Colombia, between 2011 and 2020. As instruments for the collection of data, in-depth interviews were applied; these were transcribed to later be analyzed from the semiotic approach of discourse and the theory of normativity of sanctions. The results conclude that Wayuu indigenous students give different meanings to Spanish and Wayuunaiki; that their representations of language are transformed generationally according to their social, historical and multicultural experiences. Thus, for Wayuu students, Spanish is configured as a mother tongue; for their parents it is a second language and for their grandparents it is a foreign language. In addition, there are members who conceive Spanish not as a language, but as a dialect. The foregoing prompts us to think whether, pedagogically and didactically, it is appropriate to implement standardized teaching-learning models. Also, it invites to question if the ethno-educational processes adequately respond to the real needs and interests of the indigenous student population.

RESUMO O objetivo deste estudo é analisar as representações de língua materna, segunda ou língua estrangeira do espanhol e wayuunaiki no discurso dos indígenas wayuu que estudaram na região metropolitana de Bucaramanga, Colômbia, entre 2011 e 2020. Como instrumentos para a coleta de dados, foram aplicadas entrevistas em profundidade; Estas foram transcritas para posteriormente serem analisadas a partir da abordagem semiótica do discurso e da teoria da normatividade das sanções. Os resultados concluem que os estudantes indígenas Wayuu atribuem significados diferentes ao espanhol e ao Wayuunaiki; que suas representações da linguagem sejam transformadas geracionalmente de acordo com suas experiências sociais, históricas e multiculturais. Assim, para os alunos Wayuu, o espanhol configura-se como língua materna; para os pais é uma segunda língua e para os avós é uma língua estrangeira. Além disso, há membros que concebem o espanhol não como língua, mas como dialeto. O exposto nos leva a pensar se, pedagógica e didaticamente, é adequado implementar modelos padronizados de ensino-aprendizagem. Além disso, convida a questionar se os processos etnoeducativos respondem adequadamente às reais necessidades e interesses da população estudantil indígena.

The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme.

This article assesses the extent to which children's language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.

Fazer análise em língua estrangeira? / Psychoanalysis in a foreign language? / ¿Psicoanálisis en lengua extranjera? / L'analyse en langue étrangère ?

Este artigo discute a questão da língua escolhida para fazer análise. O trabalho parte dos entraves no trabalho psicanalítico na língua materna de um analisando para pensar clínica e teoricamente a escolha de uma língua estrangeira como potente para expressar e se aprofundar na vida emocional dos sujeitos. O objetivo é problematizar os casos de pessoas polilíngues, bilíngues e as que só falam a língua materna, pensando a língua como um meio de manifestação da vida psíquica em psicanálise. Por meio de casos clínicos discutimos o uso da língua materna e de uma língua estrangeira para fazer análise, os mal-entendidos vinculares em casais interculturais e entre os migrantes no processo de elaboração do luto pela terra abandonada e a insegurança quanto à nova língua a ser aprendida no país de acolhimento.

This article discusses the language chosen for analysis. Beginning from the obstacles in psychoanalysis in the mother tongue of an analysand, analizing clinically and theoretically, the choice of a foreign language as a powerful way to express and deepen the peoples' emotional life. The objective of this paper is to examine cases of polylingual, bilingual and those who only speak their mother tongue, in which language is used as a means of expression of psychic life in psychoanalysis. Clinical cases are used to discuss subjects as: the usage of the mother tongue and a foreign language for analysis, the misunderstandings in intercultural couples, and migrants in the process of mourning the abandoned country as well as coping with the insecurities that arise from the need of learning a new language in the host country.

Este artículo discute el tema del idioma elegido para el análisis. El trabajo parte de los obstáculos en el trabajo psicoanalítico en la lengua materna de un analizando, para pensar clínica y teóricamente, la elección de una lengua extranjera como una forma poderosa de expresar y profundizar sobre la vida emocional de los sujetos. El objetivo es problematizar los casos de personas polilingües, bilingües y aquellos que solo hablan su lengua materna, pensando en el idioma como un medio de manifestación de la vida psíquica en psicoanálisis. A través de casos clínicos se discute el uso de la lengua materna y la lengua extranjera para el análisis, los malentendidos entre parejas interculturales y los migrantes en proceso de duelo por la tierra abandonada y la inseguridad sobre la nueva lengua a aprender en el país de acogida.

Cet article aborde la question du langage choisi pour l'analyse. Cet ouvrage part des obstacles dans le travail psychanalytique dans la langue maternelle d'un analysant à penser cliniquement et théoriquement, le choix d'une langue étrangère comme moyen puissant d'exprimer et d'approfondir la vie émotionnelle des sujets. L'objectif est de problématiser les cas des polylingues, des bilingues et de ceux qui ne parlent que leur langue maternelle, en pensant le langage comme moyen de manifestation de la vie psychique en psychanalyse. À travers des cas cliniques, nous discutons de l'utilisation de la langue maternelle et d'une langue étrangère pour l'analyse, des incompréhensions entre couples interculturels et migrants en train de faire le deuil de la terre abandonnée et de l'insécurité face à la nouvelle langue à apprendre dans le pays d'accueil.

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers.

The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students' mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students' mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students' general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.

Laterality in Emotional Language Processing in First and Second Language.

Language is a cognitive function that is asymmetrically distributed across both hemispheres, with left dominance for most linguistic operations. One key question of interest in cognitive neuroscience studies is related to the contribution of both hemispheres in bilingualism. Previous work shows a difference of both hemispheres for auditory processing of emotional and non-emotional words in bilinguals and monolinguals. In this study, we examined the differences between both hemispheres in the processing of emotional and non-emotional words of mother tongue language and foreign language. Sixty university students with Persian mother tongue and English as their second language were included. Differences between hemispheres were compared using the dichotic listening test. We tested the effect of hemisphere, language and emotion and their interaction. The right ear (associated with the left hemisphere) showed an advantage for the processing of all words in the first language, and positive words in the second language. Overall, our findings support previous studies reporting left-hemispheric dominance in late bilinguals for processing auditory stimuli.

Dental education in the Arabic language vs English language: A survey among Arab dentists.

OBJECTIVE: The aim of this study was to explore the language difficulties encountered by Arabic dental students and dentists in some aspects of their dental education and to determine their attitude towards the Arabization of the medical curriculum. MATERIALS AND METHODS: A web-based self-administered questionnaire with 14 multiple-choice questions was designed and distributed online via google forms in the Arabic language. The online link was sent randomly to Arabic dental students, dental academic staff, and dental practitioners. The survey questions explored language problems during reading, attending lectures and scientific conferences, preparing scientific researches, taking deferent exams, and the attitudes towards Arabization. Descriptive statistics and Chi-square tests were used to analyze the responses to the questions. RESULTS: There were 378 respondents for this study. Nevertheless, paying high attention to the importance of English language as the global language of communication, (70.6%) of the respondents believed that studying in Arabic is a basic requirement for the Arabs. Near percentage agreed that mastering their mother tongue is much easier than to acquire another language, which further facilitates studying and improves understanding. More than (65%) of the subjects preferred a mixture of both languages for attending lectures, conferences, and exams. But (68.3%) said that they use English when they search for any subject related to dentistry. CONCLUSION: There has been a consensus on the need for receiving knowledge in the Arabic language, and the importance of studying the mother tongue for enhancing understanding and memorization. The results demonstrated that the idea of teaching some dental courses in Arabic is not impossible and it might be the key to improve dental study for the Arabs. Consequently, a majority stated that there were obstacles in teaching dentistry in fully Arabic language due to the dominance of English language internationally and the weak possibilities of Arabization and translation in the Arab world.

Home Environment, Bilingual Preschooler's Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?

The current study seeks to illustrate the relationships between child bilinguals' mother tongue language (MTL) exposure and reading activities at home, children's receptive MTL proficiency, and their socio-emotional and behavioral skills (SEBS). Data from 202 Singapore preschoolers (4-5 years old) who are learning English and Mandarin were analyzed. A parental questionnaire and standard Mandarin tests (i.e., receptive vocabulary, receptive grammar) were used to assess children's Mandarin language-literacy environment at home, as well as their receptive language skills in Mandarin. Children's SEBS were evaluated with the strengths and difficulties questionnaire (SDQ) (parental version). A series of variables which might influence SEBS and MTL proficiency (e.g., gender and SES) were controlled and SEMs were used to conduct data analysis. Results demonstrated that both Mandarin language and literacy environmental factors are related to children's receptive language outcomes in Mandarin, while only literacy environmental factors associate with children's difficulty level, and prosocial skills. This suggests that good parental support in bilingual children's MTL literacy should be promoted not only for the sake of their early language development but also because of the potential benefits to their social emotional wellbeing.

[28 years in the service of the cooperation of national clinical neurosciences]. / 28 év a hazai klinikai idegtudományok együttmuködésének szolgálatában.

Two leading managers of the scientific journal currently publishing its 71st volume give an overview on the history and content- and form-related development of the journal. Recognizing the constantly decreasing role of paper-based literature products, the value system and the priorities of the journal were established more than 20 years ago: 1) preservation of high standards by achieving and maintaining international registration and annual qualification (i.e. impact factor); 2) enabling publication in Hungarian language for scientists living in Hungary and abroad; 3) displaying an ever broader spectrum of clinical neurosciences in the publications; 4) presentation of cutting-edge findings (related to the etiology, diagnostics, therapy, and care) of the most frequent and most relevant diseases in order to assure and enhance the quality of national clinical practice; 5) providing the possibility for the highest possible standard of scientific publication for Hungarian clinical neuroscientist; and finally 6) maintaining a readily available interaction surface and debate forum for the involved professionals in clinical questions of public interest. With respect to the above aspects, an outline is given of the efforts of the nearly three decades by listing editorial, publication, and other activities introduced throughout the history of the journal. The presumed strengths and weaknesses of the journal are summarized, the opportunities and limitations of the established objectives are highlighted, based on which the editors outline the most important tasks (SWOT analysis).

Mother tongue as a universal human right.

Article 19 of the Universal Declaration of Human Rights enshrines the right to freedom of opinion and expression. UN Resolution A/RES/61/266 called upon Member States "to promote the preservation and protection of all languages used by peoples of the world". This resolution has particular relevance for minority language groups where mother tongue - so vital to self-expression - is primarily a spoken medium, often ascribed low status. With few fluent readers and writers, and a consequent dearth of written resources, a vicious circle develops and linguistic and cultural heritage erodes. Not all governments are vigilant with appropriate policies and funding. Even in a community like Shetland, where there is no class connotation associated with speaking Shetlandic, the proportion of fluent dialect speakers is now relatively small. It therefore falls to the writer to create resources for children, to help stem the tide. Engaging in translation can also help raise the status of dialect and pinpoint the somewhat arbitrary distinction between dialect and language. There are many problems in publishing in minority tongues; for example, uneconomic print runs, language authenticity versus contemporaneity, standardisation of orthography and the trend to "exotic-ise" dialect in mainstream literature.

[Mother tongue and protection of children, the role of school]. / Langue maternelle et protection des enfants, le rôle de l'école.

The question of mother tongues in the socio-educational context of school was the subject of a memorandum of 2016. Moreover, research in psychology and linguistics shows the extent to which the family language and culture are important elements in the construction of the child. These must be taken into account at school as well as in any support and care environment.

The civic integrationist turn in Danish and Swedish school politics.

The civic integrationist turn usually refers to the stricter requirements for residence and citizenship that many states have implemented since the late 1990's. But what of other policy spheres that are essential for the formation of citizens? Is there a civic turn in school policy? And does it follow the pattern of residence and citizenship? This article addresses these questions through a comparative study of the EU's allegedly strictest and most liberal immigration regimes, Denmark and Sweden, respectively. The analysis shows a growing concern with citizenship education in both countries, yet with different styles and content. Citizenship education in Denmark concentrates on reproducing a historically derived core of cultural values and knowledge to which minorities are expected to assimilate, while the Swedish model subscribes to a pluralist view that stresses mutual adaptation and intercultural tolerance. Despite claims to the contrary, the analysis shows that Sweden too has experienced a civic turn.

The effect of demographic factors on occupational injuries.

OBJECTIVES: In Finland about 120,000 occupational injuries occur annually, the cost of which is over EUR 2 billion per year. This is why it is reasonable to analyze the effect of demographic factors like gender, age, tenure and mother tongue on occupational injuries. METHODS: The participants consisted of 1681 employees from four Finnish companies, who reported their injuries from the last 3 years. RESULTS: Gender or mother tongue did not associate with injury involvement. Employees younger than 25 years of age were more often involved in injuries than employees aged over 55 (odds ratio [OR] = 2.69, 95% confidence interval [CI] [1.70, 4.23]). Employees with 2-10 years of experience in the company had a higher injury frequency than both novice and very experienced employees (OR = 2.01, 95% CI [1.60, 2.52]). CONCLUSIONS: This study showed that age was a more important factor in injury involvement than gender, tenure or mother tongue. However, age was closely related to experience in the company. Prevention measures in the companies should thus focus on novice employees.

Provas do intraduzível de uma língua para outra / Evidence of the untranslatable from one language to another

A prova do intraduzível diz respeito ao encontro da falta de dizer tudo, encontro que faz de cada pessoa um estranho na própria terra de seus enunciados. Esse intraduzível está ligado à condição de ser falante e a algo estruturador para o sujeito na sua articulação com o vínculo social. Assim, ele pode abrir o caminho da criatividade, mas pode também exercer certa violência quando não é reconhecido como portador de alteridade. Como se manifesta essa relação com o intraduzível num contexto de globalização dominado pela novilíngua e onde a fronteira das línguas se tornou um desafio político iminentemente crítico? E qual é a situação dos sujeitos que estão sofrendo na sua chamada língua materna a tal ponto de se verem obrigados a mudar de língua? O intraduzível é questionado por meio das lesões e do totalitarismo da língua. Ele também será levado em consideração em seus efeitos de fala e de inventividade através da transferência.

The "untranslatable" from one language to another. The question of the 'untranslatable' concerns the encounter with our impossibility of 'saying everything'; an encounter which makes us all foreigners in our own language. The untranslatable is linked to the condition of the speaking being, to something that functions as a structure for the subject in his relationship to the social bond. Such an encounter can therefore engender creativity, however, if it is not recognized as a vehicle of otherness it can have violent effects on the subject. What happens to our relationship with the untranslatable in today's globalized world, dominated by Orwellian newspeak, where the borders between different languages have become a hot political issue? What happens to subjects who suffer in their so-called mother tongue to such an extent that they are forced to change their language? This text explores the question of the untranslatable through the prism of linguistic wounds and totalitarianism. We will also look at the effects of speech and invention on transference.

Provas do intraduzível de uma língua para outra

Resumo: A prova do intraduzível diz respeito ao encontro da falta de dizer tudo, encontro que faz de cada pessoa um estranho na própria terra de seus enunciados. Esse intraduzível está ligado à condição de ser falante e a algo estruturador para o sujeito na sua articulação com o vínculo social. Assim, ele pode abrir o caminho da criatividade, mas pode também exercer certa violência quando não é reconhecido como portador de alteridade. Como se manifesta essa relação com o intraduzível num contexto de globalização dominado pela novilíngua e onde a fronteira das línguas se tornou um desafio político iminentemente crítico? E qual é a situação dos sujeitos que estão sofrendo na sua chamada língua materna a tal ponto de se verem obrigados a mudar de língua? O intraduzível é questionado por meio das lesões e do totalitarismo da língua. Ele também será levado em consideração em seus efeitos de fala e de inventividade através da transferência(AU)

Abstract: The "untranslatable" from one language to another. The question of the 'untranslatable' concerns the encounter with our impossibility of 'saying everything'; an encounter which makes us all foreigners in our own language. The untranslatable is linked to the condition of the speaking being, to something that functions as a structure for the subject in his relationship to the social bond. Such an encounter can therefore engender creativity, however, if it is not recognized as a vehicle of otherness it can have violent effects on the subject. What happens to our relationship with the untranslatable in today's globalized world, dominated by Orwellian newspeak, where the borders between different languages have become a hot political issue? What happens to subjects who suffer in their so-called mother tongue to such an extent that they are forced to change their language? This text explores the question of the untranslatable through the prism of linguistic wounds and totalitarianism. We will also look at the effects of speech and invention on transference(AU)

Tradução e poesia, uma cosmogonia da linguagem / Translation and poetry, a cosmogony of language

Acompanharemos Herberto Helder e Maria Gabriela Llansol, poetas portugueses que se dedicaram a traduzir a obra de outros poetas, naquilo que eles ensinam quando o tradutor, também poeta, é o criador de uma nova linguagem, sensível ao instante estrutural de abertura e entrada no campo do Outro. Tempo que atinge a língua materna, que, de tanto deformá-la, fá-la estrangeira. (AU)

We will accompany Herberto Helder and Maria Gabriela Llansol, portuguese poets who devoted themselves to translating the works of other poets, in what they teach us when the translator, also a poet, is the creator of new language, sensitive to structural instant of the opening and entering the field of the Other. This is a time that touches upon the mother tongue, which by deforming it, makes it foreign. (AU)