https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL <p>AJAL is an international, fully refereed, open-access e-journal led by FAAPI (Federación Argentina de Asociaciones de Profesores de Inglés). It is a publication for teachers, teacher educators, and researchers interested in sharing their expertise, experience, and concerns in the fields of Applied Linguistics and second/foreign language teaching. AJAL welcomes original research articles, state-of- the-art articles, literature reviews, essays, materials reviews, academic events reports and classroom accounts, both in English and Spanish.</p> <p>The editors of AJAL are supported by an Editorial Board, whose members may referee submissions. Other anonymous referees, whose names are published once a year, are appointed as specialized reviewers. Their decisions are based upon the relevance, clarity, and value of the manuscripts submitted. Submissions could be accepted, accepted with modifications, or rejected. Reviewers’ decisions are final and are not subject to re-evaluation.</p> <p> <em>ISSN</em> 2314-1735</p> Federación Argentina de Asociaciones de Profesores de Inglés en-US Argentinian Journal of Applied Linguistics - ISSN 2314-3576 2314-3576 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/292 <p>Picturebooks serve as mirrors, windows and sliding glass doors (Bishop, 1990). However, minoritized groups do not often see their reflection in them and, when they do, it is generally distorted or biased, as such representation is elaborated by those in dominant groups.</p> <p>Finding a book whose story reflects an indigenous culture from the Argentinian territory and which was written by a descendant of that cultural group allowing room for Quichua, her native language, is a treasure for any teacher who embraces diversity.</p> <p>Through the present interview the readership will be able to get to know Suniyay Moreno, this debut author; her children’s literature picturebook: “<em>La hermana menor</em>”, that merges Spanish and Quichua; its translation into English; and the value of both versions to be exploited in the language class from an intercultural and translingual approach.</p> Vanesa Polastri Copyright (c) 2024 Vanesa Polastri https://creativecommons.org/licenses/by/4.0 2024-02-21 2024-02-21 11 2 31 35 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/331 <p>This work explores the potential of integrating intercultural citizenship and territorial justice in language teaching. This combination is multi-disciplinary since contributions from language teaching and geography come together, and it is a new perspective in our country and beyond. At this stage, I analyse some of the theoretical aspects involved in this integration and propose pedagogical possibilities applicable to language teaching.</p> Melina Porto Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0 2024-02-21 2024-02-21 11 2 3 13 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/322 Anabella Sauer María Marta Mora Copyright (c) 2024 Anabella Sauer, María Marta Mora https://creativecommons.org/licenses/by/4.0 2024-02-21 2024-02-21 11 2 45 49 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/332 <p>This study aimed to identify ideological bias behind two newspapers’ representation of the official visit to the US of former Prime Minister Imran Khan (21^st to 24^th July 2019), a visit which aimed to revive bilateral relations between the US and Pakistan. Data was collected from a mainstream newspaper, <em>The News</em>, and from an alternative one, <em>Dawn</em>. 11,734 words from eleven (11) news reports were analyzed in terms of transitivity (Halliday and Matthiessen, 2014) to interrogate the ‘context of culture’ and the ‘context of situation’ (Fairclough, 1995). The analysis of the data revealed that Imran Khan was chosen as a 'doer' in the ‘Sayer’ role under the 'Verbiage' participant role (van Leeuwen, 2005). <em>Dawn </em>portrayed Khan as the actor 53% of the time, while <em>The News</em> did so 44 % of the time, which can be said to communicate the newspapers’ ideological perspectives.</p> Saira Kazmi Riyadi Santosa Deny Efita Nur Rakhmawati Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0 2024-02-21 2024-02-21 11 2 14 30 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/329 María Susana Ibáñez Vanesa Polastri Virginia López Grisolía Juan José Arias Copyright (c) 2024 María Susana Ibáñez, Vanesa Polastri, Virginia López Grisolía, Juan José Arias https://creativecommons.org/licenses/by/4.0 2024-02-21 2024-02-21 11 2 1 2 https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/333 <p>Este relato de experiencia áulica se ubica en el contexto de un Profesorado de Inglés del<br>conurbano bonaerense, en el año de la vuelta a la presencialidad pospandemia. A comienzos del<br>ciclo lectivo 2022, empezamos a diseñar un proyecto ambicioso que implicaba una articulación<br>entre cátedras y una serie de actividades sin precedentes en el Instituto y, puntualmente, en la carrera.<br>Partiendo de la idea de las artes dramáticas como lenguaje y herramienta en la formación docente,<br>nos enfocamos en la obra de Samuel Beckett (1906-1989). En el transcurso del proyecto, se trabajó<br>sobre diversos textos poéticos y dramáticos, apoyándonos en la mediación. Dado que se trató de una<br>actividad de extensión, se desarrollaron contenidos en distintos medios para establecer una<br>comunicación con la comunidad, tanto en plataformas y redes sociales como a través de actividades<br>presenciales.</p> Analía Cefali Nicolás D'Angelo Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0 2024-02-21 2024-02-21 11 2 36 44