LETRAS

Méndez Santos, M. del C. (2024). No me gusta cómo hablas (o más bien no me gustas tú). Crítica de la discriminación lingüística (2.ª ed.). Editorial Pie de Página, 237 págs.

Jesús A. Meza Morales — Sun, 30 Nov 2025 00:00:00 +0000

Presentation Letras 107

José Gabriel Figuera Contreras — Sun, 30 Nov 2025 00:00:00 +0000

Titanomachy

Iria Natalia Agreda Abreu — Sun, 30 Nov 2025 00:00:00 +0000

Pilgrimage to La Pastora

Delia Jardim — Sun, 30 Nov 2025 00:00:00 +0000

My death is undeniable

María José Martins Giménez — Sun, 30 Nov 2025 00:00:00 +0000

The lenition of /t͡ʃ/ in spoken Spanish from eastern Venezuela: a sociolinguistic study of variations in the affricate phoneme in the eastern Venezuelan dialect

Gabriela Teresa Ortega Rivero — Sun, 30 Nov 2025 00:00:00 +0000

This ongoing research, framed theoretically and methodologically within variationist sociolinguistics (Moreno, 2009), focuses on the variations of the phoneme /t͡ʃ/ in the Venezuelan “eastern dialect” (Pato, 2023), specifically investigating the lenition that this affricate segment undergoes in the speech of three eastern states of Venezuela: Anzoátegui, Monagas, and Sucre. To this end, a sample of twenty-four audio recordings—twelve guided conversations and twelve short responses (Silva-Corvalán, 2001)—was collected from twelve speakers in the eastern region of the country. The primary objectives of this study are: (i) to analyze the realizations of /t͡ʃ/ found perceptively and acoustically-articulatorily (using the Praat program);(ii) to identify the cases of occurrence of the fricative variant [ʃ], its frequency, and correlation with a comprehensive set of variables including linguistic factors of position and context (preceding vowel and following vowel) and extralinguistic variables such as, age, gender, and socioeconomic status (social variables); speaker origin (geographic variable); and informal and formal registers (diaphasic variables). Initial findings show an elongation of the phoneme's friction period, a phenomenon favored by the intervocalic context.

«Ahí» as a discourse marker and operator of vagueness in Colombian Spanish

Evelyn Gabriela Buitrago Espitia — Sun, 30 Nov 2025 00:00:00 +0000

This article describes the trajectory of (de)locativization of ahí in digital oral registers and presents an operational typology that distinguishes between clause discourse markers (DM) and pragmatic operators (PO). The research is framed within the interpretive-constructivist paradigm, adopts a mixed approach with a qualitative predominance, and employs a descriptive-exploratory, non-experimental corpus-based design. From a corpus of 150 interventions (≈4 hours) from social networks, each occurrence of ahí/por ahí was tagged and its formal patterns were modeled. Situational and situational-temporal realizations were classified as DM when ahí appears in the clausal periphery as a pivot or frame (patterns CONJ + ahí + V, V + ahí + V, PREP + ahí + V), while postnominal uses (N + ahí) and approximate expressions (temporal/quantitative por ahí) were classified as PO. The results indicate that only 16% of cases correspond to a locative use (control) with non-spatial functions predominating. The greatest weight is held by the postnominal attenuating PO (24%), followed by the situational DM (21%) and the temporal approximate PO (17%). This functional shift is accentuated in the focal distribution without locatives (n = 126). The analysis supports processes of grammaticalization and (inter)subjectivization (Traugott and Dasher, 2002): por ahí is lexicalized as an operator of vagueness, and the pivot patterns of ahí condense frames with expressive economy. The theoretical implications for the procedurality of DMs and for the delimitation between DMs and POs in colloquial Spanish are discussed.

Miyó Vestrini: dissertations on the female voice

Bárbara Pérez Mujica, Jéssica del Valle Pacheco — Sun, 30 Nov 2025 00:00:00 +0000

Miyó Vestrini (1938–1991) stands as one of the most significant and enigmatic figures in 20th-century Venezuelan poetry, yet she remained paradoxically marginalized within the literary canon of her time. This research therefore, aims to analyze the articulation of the female voice in Las historias de Giovanna (1971), El invierno próximo (1975), Pocas virtudes (1986), and Valiente ciudadano (n.d.), specifically examining the assertion of her world and the representation of femininity through biographical registers. Grounded in a theoretical framework drawing from Miranda (1995), Rivas Rojas (1999), Marta Sosa (2003), Mandrillo (2005), Díaz (2008), Ramalho (2013), and Osorio (2015), and employing the hermeneutic method of text interpretation in psychoanalytic research proposed by Quintana and Hermida (2019), the study reveals how Vestrini constructs a distinct poetic identity. Ultimately, the findings demonstrate that Vestrini’s voice marks a radical departure from traditional feminine lyricism—often characterized as discreet, conservative, and suggestive—to establish a visceral discursive body that confronts death, illness, physical suffering, romantic disillusionment, and existential anguish. Keywords: Miyó Vestrini; poetry; biographical record; female voice.

Maya Angelou and Alice Walker: two female voices building social change

Nancy Cordero Gutiérrez — Sun, 30 Nov 2025 00:00:00 +0000

This article analyzes the works of Maya Angelou and Alice Walker from a biographical and historical perspective to understand how African American female voices build the space that drives social change in contexts of racism and patriarchy. The purpose is to examine how their autobiographies and novels reflect and contribute to the affirmation of female subjectivity and feminist and African American resistance. It is theoretically grounded in contemporary feminist trends, including womanism, and in literary studies that link autobiographical narrative with the construction of identity and agency. The research is qualitative and uses biographical and historical methods, textual analysis of autobiographies and novels, and critical review of secondary sources. The results show that Angelou and Walker articulate the African American female experience in their works as an act of cultural and political resistance that goes beyond confessional narrative to become an instrument of social transformation. It concludes that both authors are essential voices for understanding the relationship between literature, gender, and social change, showing how their writing promotes visibility and the struggle against oppressive structures. This study reaffirms the importance of African American feminist literature as a powerful tool for emancipation and activism.

The challenge of otherness: an imagological reading of Younis Tawfik's La straniera

Jefferson Plaza — Sun, 30 Nov 2025 00:00:00 +0000

This article offers a critical reading of Younis Tawfik's novel La straniera from the perspective of imagology. This approach to comparative literature focuses on representations of foreigners and otherness in literary texts. Tawfik constructs a love story whose protagonists are two Arab migrants living in Italy: Amina and the Architetto. He has integrated perfectly into Italian society, while she suffers a series of vicissitudes that force her into prostitution. The characters constantly live between two cultural realities (their country of origin and their host country) that condition their cultural practices and the way they relate to the world. The novel focuses on the idea of foreignness and the search for identity that migrants face in their host country. Based on these premises, an analysis articulated with the imagological method proposed by Daniel-Henri Pageaux (1994) will be conducted. The critical reading of the novel is constructed on the basis of the study of three elements: the lexical-semiotic configurations of the story, its narrative structures, and the text-author-context relationship. This critical approach seeks to delve into the representation of otherness in an iconic text of migration literature in Italy. This literary phenomenon illustrates the great cultural transformations that Italy is undergoing: a nation facing the challenge of multiculturalism.

Percusión y tomate: traces of a culture

Karen Calzadilla — Sun, 30 Nov 2025 00:00:00 +0000

This article examines the cultural configurations within the novel Percusión y Tomate by Venezuelan author Sol Linares. Grounded in a theoretical framework encompassing Williams (1988), García Canclini (1990), Mattelart (2004), and Sardar (2005), the study adopts a qualitative, documentary approach. By integrating hermeneutic analysis with the methodological tools of cultural studies, the research provides a rigorous interpretation of the text. The findings reveal the interplay of distinct cultural formations—specifically hegemonic, archaic, residual, and emergent elements—which serve as a lens to reflect upon modes of production and representation. Ultimately, the study concludes that while literary works function as reflections of culture and possess voices that transcend hegemonic boundaries, they remain inevitably governed by the value systems that legitimize their acceptance within social groups.

Obstacles to promoting reading habits in school

Leonardo Favio Yela — Sun, 30 Nov 2025 00:00:00 +0000

Reading constitutes the cornerstone of children’s cognitive development, yet its effective instruction remains a persistent challenge for educational systems. In light of this, the objective of this study was to identify the obstacles hindering the promotion of reading habits and their underlying causes. A systematic review was conducted adhering to the PRISMA method, with keywords and combinations in the Science Direct, Dialnet, and Scielo databases. The search was refined taking into account inclusion criteria such as studies conducted mainly in primary school and whose research topic established relationships between pedagogical strategies, school, and family, as well as their contribution to the construction of teaching models to improve reading in primary school students. Exclusion criteria were reviewed to ensure that no studies developed in secondary, technical, or higher education settings –or in areas other than education– were used, which allowed for the selection of twenty-five (25) study units grouped into three categories: (a) collaborative education, (b) the role of the family in reading, and (c) the influence of teaching strategies on reading. The findings reveal that the difficulties are mainly rooted in socioeconomic, health-related, contextual, or methodological situations. Ultimately, the study concludes that in order to improve reading proficiency rates, requires a coordinated work between family, school, and the immediate social context.

Digital educational resources as support for reading comprehension in rural Colombian schools: a documentary review

Anderson Rivas Sánchez — Sun, 30 Nov 2025 00:00:00 +0000

Reading comprehension serves as a critical competency for holistic student development, directly influencing academic achievement and effective societal integration. In light of this, the purpose of this study was to analyze, through a documentary review, the use of Digital Educational Resources (DER) to support the strengthening of reading comprehension in the context of rural Colombian schools. The theoretical framework is grounded on authors such as Cassany (2006), Van Dijk (1977), and the OECD (2018), who highlight the importance of reading as an interactive process and key to active participation in the knowledge society. Methodologically, 15 studies published between 2013 and 2024 were reviewed, chosen from databases such as Scopus, Redalyc, Scielo, and Dialnet. The selection process prioritized direct relationship with reading comprehension, the use of RED in educational settings, relevance to the rural context, and open access publication. The findings reveal that the integration of RED fosters student motivation, interaction, and autonomy, aligning with the international literature on the pedagogical potential of technology. However, the Colombian rural context requires adaptations that consider local socioeconomic and cultural conditions for RED to be truly effective. In conclusion, the implementation of relevant and contextualized digital resources can contribute significantly to reducing educational gaps between urban and rural areas.

Linguistic intelligence and ICT-mediated writing

Ana Elizabeth Romero Buitrago, Yolanda Suárez Pérez — Sun, 30 Nov 2025 00:00:00 +0000

Linguistic intelligence is the ability to use words effectively, either orally or in writing. The purpose of this research was to analyze its articulation with writing, mediated by Information and Communication Technologies (ICT), in school contexts. The study was based on Gardner's theory of multiple intelligences, considering linguistic intelligence as an essential skill for communicative development. A systematic review methodology was used in accordance with the PRISMA protocol in academic databases such as Google Scholar, Dialnet, Redalyc, and SciELO, covering academic articles published between 2019 and 2023. As a result of the selection process, 20 articles that met the established thematic criteria were identified, and the material was organized into four analytical areas: writing and ICT, teaching practice with ICT, ICT at different educational levels, and linguistic intelligence. The findings reveal that ICT strengthens writing by facilitating collaborative work, access to digital resources, and student participation. They also highlight the need to train teachers in the pedagogical use of technological tools and in approaches that promote the development of this intelligence. It is concluded that the critical and balanced integration of ICT with linguistic intelligence can significantly improve writing skills, promoting a more inclusive, contextualized, and relevant education in the face of the challenges of the 21st century.

Discursive competence in English: systematic review of sociotechnological approaches

Sun, 30 Nov 2025 00:00:00 +0000

Based upon the Special Plan for Rural Education (MEN, 2018), which posits ICT as a potential tool for resolving contextual challenges and enriching educational environments, this research analyzes ICT-mediated discursive competence in English within rural contexts vis-à-vis their sociotechnological demands. The study is theoretically grounded in the contributions of Zamora (2020) regarding ICT-based English learning and Moreira and Vanegas (2020) on communicative skill development, alongside official mandates on Discursive Competence (MEN, 2006). Methodologically, a systematic literature review was conducted under a qualitative, phenomenological-hermeneutic paradigm based on Gadamer (2002), analyzing twenty articles selected from the Redalyc, ResearchGate, Scielo, and Dialnet databases. The resulting synthesis elucidated four central categories: the globalization of English, the critical deficits in technological infrastructure and teacher training, the persistence of the urban-rural digital divide, and the imperative to integrate ICT into language pedagogy. Ultimately, the study concludes that structural deficiencies and insufficient digital literacy among educators significantly impede the development of English discursive competence in the Colombian rural context.

Reading comprehension as a tool for individual and social transformation

Maribel Barraza Arrieta — Sun, 30 Nov 2025 00:00:00 +0000

Reading comprehension is no longer conceptualized as a simple decoding of words, but rather as an active experience of meaning construction wherein the reader interprets text through their own subjectivity and context. Grounded in the theoretical frameworks of Solé (2012) and Ferreiro (2016), this work positions reading comprehension as a mechanism for internalization that empowers individuals to transform their social reality. A qualitative, phenomenological approach within an interpretative paradigm and descriptive scope was employed, adhering to the methodological guidelines of Hernández, Fernández, and Baptista (2014) and Amaya Jiménez et al. (2021). Data collection involved structured interviews with five strategic informants—a principal, an academic coordinator, and three Spanish language teachers—at the San Francisco de Asís Educational Institution, Membrillal campus. Although the number of informants is limited, they were chosen for their pivotal roles in the pedagogical process. The findings demonstrate that reading comprehension extends beyond cognitive development to function as an essential tool for self-learning, which enables subjects to reflect on their experiences and actively influence their environment to foster self-knowledge and social transformation. Thus, the study highlights the urgent need to redefine reading instruction, emphasizing its potential as a formative and emancipatory practice.

Between letters and fields: enhancing reading comprehension in the new rural school

José Ramiro Moncada Cardona — Sun, 30 Nov 2025 00:00:00 +0000

This study explores models found in qualitative research that address the improvement of reading comprehension in rural contexts, with the aim of identifying theoretical references and educational strategies adapted to their particularities. The theoretical framework is grounded on contemporary paradigms of reading comprehension in primary education, highlighting its cognitive, linguistic, and sociocultural dimensions as fundamental axes. The methodology used was qualitative, based on a systematic document review and thematic analysis of 18 recent works on reading comprehension, obtained from databases such as Dialnet, SciELO (2022–2024), Redalyc, and Google Scholar. Of the forty-four articles initially consulted, twenty-five relevant to the rural approach were selected: twelve from Google Scholar, seven from Redalyc, three from SciELO, and three from Dialnet. The results reveal several significant categories: context-centered pedagogical approaches, innovation in teaching strategies, and the adaptation of learning processes to diverse educational realities. It is noteworthy that educational practices aligned with the local cultural environment contribute significantly to motivation and improved reading comprehension, reinforcing the connection between school, community, and culture. Finally, it is concluded that the development of reading skills in rural areas requires integrative and context-sensitive models oriented toward pedagogical sustainability. This approach favors the construction of a contextualized framework that strengthens reading instruction in rural basic education and promotes more equitable and quality education.