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O volume editado por Yvonne Hendrich (Johannes Gutenberg Universität Mainz) e Benjamin Meisnitzer (Universität Leipzig) contém dezassete trabalhos redigidos em português e em alemão, que propõem reflexões em torno de um tema abrangente e atual, a relação entre a língua e identidade no espaço lusófono. De acordo com os editores, “[o]s autores lançam luz sobre esta relação por vezes conflituosa, a questão da construção da própria identidade, mas também a questão da unidade que a língua dá aos países da lusofonia” (22-23).
The rapid development of Artificial Intelligence (AI) has profoundly transformed translation practices and poses new challenges for higher education. This article presents a multi-stage teaching project designed for MA students that critically explores the potentials and limitations of AI-based translation tools. Through the comparative analysis of literary and contemporary texts—most notably Franz Kafka’s short prose piece “Gib’s auf ”—students examine outputs from tools such as DeepL, Google Translate, ChatGPT, and Matecat. The project combines text analysis, comparison of machine translations, post-editing, and collaborative translation workshops, including direct interaction with a contemporary author. Results show that while AI tools provide efficient and often accurate support, they remain limited in conveying stylistic nuance, pragmatics, and cultural meaning. The study demonstrates that translation quality depends on human interpretation, creativity, and responsibility, highlighting AI as a didactic catalyst rather than a substitute for professional translational competence.
This article deals with the use of Artificial Intelligence (AI) in teaching German for specific purposes. It examines the potential of AI for the didactic design of exercises and teaching materials, for providing personalized feedback, and for supporting differentiated instruction. As a case study, a project conducted during the summer semester 2025 in Kyrgyzstan is presented, in which ChatGPT-supported exercises were developed and evaluated. Additionally, the perspectives of teachers regarding the opportunities and risks of using AI in specialized language teaching are discussed.
In this article, I present changes to the content of the Bachelor’s degree programme German Business Communication that I consider necessary in the light of AI-driven developments both in science and economic fields. I focus on developing critical thinking when students use Generative Artificial Intelligence (GenAI) in their scientific work. This fits in well with the programme’s critical and engaged academic approach. The article sets out with an empirical consideration of AI in academic settings and GenAI application within the framework of the degree programme. Based upon this, a teaching/learning unit on GenAI use in a module of the programme is presented, which was designed and implemented in the winter semester 2025/26. The preliminary results reveal that further considerations are required to expand teaching units on AI tools for specific areas of business communication.
Since its inception in early 2022, Artificial Intelligence (AI) has been debated controversially in the media. The emergence of chatbots, Large Language Models (LLMs), generative AI and AI agents has spurred the discussion about AI strengths, weaknesses and the risks of using AI in business, education, and media. There is rising social concern about the effects of man-machine interaction as well as deep fakes. Therefore, AI media coverage spans from broad acceptance to the critical evaluation of ethical risks. This article examines the perception of AI based upon a qualitative corpus analysis of digital newsletters. The study considers German and English newsletter communications on AI and considers the role of this genre in adapting this disruptive new technology by describing macrostructure, visual elements, style and interactivity with the readers.
The genre “presentation” represents a central communicative act in academic settings, particularly in foreign-language and subject-specific language courses accompanying academic studies, where technical content must be appropriately adapted to the target audience in oral format. However, it is precisely in this context that a special focus is needed on the influence and potential of AI in the creation and implementation of presentations. The objective of this article is to discuss how AI-tools — such as those for text generation, visualization, or language analysis — can support the creation, delivery, and reflection of presentations, but also what negative effects they may have on the development of students’ presentation skills in specialized and foreign language university courses. An overview of relevant AI tools that can also be applied in later professional presentation practice and is intended to provide teachers and learners with a practical repertoire of digital aids. The findings provide impetus for the responsible and skill-oriented integration of AI into foreign language teaching.
Was passiert, wenn Künstliche Intelligenz (KI) auf die Herausforderungen der Fachkommunikation trifft? Wie tragfähig sind die aktuellen Modelle und Konzepte für die Arbeit mit KI im fachlichen und fachsprachlichen Kontext? Expertinnen und Experten für Fachkommunikationsforschung aus neun Ländern stellen in diesem Band ihre aktuellen KI-Projekte in Forschung und Lehre vor. Im Mittelpunkt stehen dabei Modellbildung, KI-Kompetenz, Terminologie, Fachübersetzen und Dolmetschen sowie die Vermittlung von Fachsprache im Hochschulkontext. Mit Blick auf die Qualität fachkommunikativer Forschung und Lehre der Zukunft thematisieren sie Potenziale und Risiken der Nutzung von KI.
Na sua Grammaire du sens et de l‘expression, Charaudeau (1992: 4) coloca a descrição das intenções do sujeito falante no centro de uma gramática de orientação comunicativa. Contudo, nas gramáticas tradicionais, o princípio de organização não parte das intenções do sujeito falante, mas de categorias formais da língua.
O exemplo da enunciação de objetivos acionais possui um interesse especial para uma aproximação comunicativa à gramática, pois abre a possibilidade de tratar, num mesmo paradigma de gramática comunicativa, as formas verbais gramaticalizadas que na gramática tradicional são categorizadas como tempos e modos verbais e, ao mesmo tempo, verbos gramaticalizados em diferentes graus. Além disso, faz uma junção entre a verbalização de um processo mental específico (a formação de um objetivo acional; cf. Rehbein 1977; Lock 1996: 105) e a ação que tiver como objetivo realizar. Há de considerar também que, por sua vez, cada meio linguístico localiza o objetivo acional, de maneira específica, no processo mental da sua formação (Lobato 1971: 289; Wunderlich 1981; Johnen 2003: 250-256).
O objetivo desta contribuição é em primeiro lugar indagar o lugar da enunciação de objetivos acionais numa gramática comunicativa do português e fazer um levantamento de subcategorias gramaticais relevantes que as gramáticas tradicionais não consideram. Em segundo lugar, apresentar-se-á um esboço para um tratado da enunciação de objetivos acionais numa gramática comunicativa do português.
Presentamos aquí una crónica de la interpretación entre el español y la lengua de señas de Venezuela (LSV). Nuestros datos provienen de entrevistas y encuestas con intérpretes de LSV (ILSV) y otros profesionales vinculados al área. Esos datos fueron contrastados con documentos institucionales. Se propone una periodización de cuatro fases, delimitadas por diversos hitos. La primera, la “prehistoria” de la ILSV, comprende el largo período previo a la fundación de la primera escuela de sordos (1935), un período sólo reconstruible especulativamente. La segunda se extiende entre 1935 y 1985. En ella surgen comunidades sordas organizadas y aparecen las primeras referencias a la LSV y a los ILSV. La tercera se inicia en 1985, con el modelo bilingüe en las escuelas de sordos, que empodera a la comunidad sorda y demarca el oficio de ILSV. La cuarta fase se define con la fundación, en 2006, de la asociación nacional de los ILSV y su progresiva profesionalización. En los últimos años de esta fase, especialmente desde 2016, la crisis social y económica del país impone cambios dramáticos en las condiciones de vida y trabajo de los ILSV que podrían ser considerados el inicio de una quinta fase.
Durante il XV e XVI secolo il plurilinguismo diventa un tema rilevante nei manoscritti che circolano tra le corti e le botteghe di scrittura europee. Il contatto interlinguistico si articola nelle molteplici varietà italo-romanze diffuse nell’Italia e nella Francia medievale e rinascimentale.
Il manoscritto Mscr.Dresd.Oc.56, conservato a Dresda e da collocare nel dibattito cinquecentesco, ospita la traduzione francese del Libro del Cortegiano (1528) di Baldassare Castiglione (1478-1529). Si tratta di una delle più antiche traduzioni francesi dell’opera, realizzata ancora prima della versione a stampa (1537). Nel manoscritto il presunto autore, Jacques Colin (scomparso nel 1547), non funge soltanto da mero traduttore, ma propone anche riflessioni sulla corretta resa di alcuni passi della traduzione, ad esempio a proposito di giochi di parole e modi di dire italiani e francesi.
L’articolo, che prende in esame una selezione di passi tratti dal testo di partenza italiano e dalla sua traduzione francese, adotta una prospettiva filologica e linguistica contrastiva. Il contributo offre inoltre alcune considerazioni sulla riflessione linguistica svolta dal traduttore nell’ambito del processo di produzione del Mscr.Dresd.Oc.56.
Racism is a structural component of our society, and as Broden and Mecheril state, “racism educates.” As ‘guardians of cultural meaning’, textbooks have an integral part in this education. Starting from these assumptions, we identify and map out implications for anti-racist textbook analysis as a field of research-based teacher education in the foreign languages, hoping to stimulate racism-critical work on textbooks in teacher education. We will give an overview of anti-racist textbook analyses in foreign language education, educational sciences and other pedagogical fields, showing theoretical frameworks and research methodologies employed. Against this backdrop, we present approaches to anti-racist textbook analysis as well as specific methodologies. With Critical Discourse Analysis as our umbrella concept, we develop guiding principles for anti-racist textbook analysis, which we regard as a cornerstone of critical foreign language teacher education. We will illustrate these principles and methodologies with examples from a Spanish and an English textbook.
