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The paper describes three types of challenges that were detected in teaching Slovene as a mother tongue at schools. First, a number of orthographic and grammatic mistakes can be detected in pupils’ writings (see Kosem et al., 2012; Križaj in Bester Turk, 2018; Gomboc, 2019). Second, low phraseological literacy was noticed and the pupils often have problems understanding phrasemes (Vorsic, 2018). Third, the challenges of communicative competence were addressed, referring to production and interpretation of different written, spoken as well as multimedia genres, as only appropriate genre literacy enables efficient use of different genres (Nidorfer Siskovic, 2013). To address these challenges, we have developed a complex e-learning environment for improving writing and communication skills of Slovene pupils – “Slovenscina na dlani”. The developed environment is divided into four general topics – orthography, grammar, phrasemes and texts. Each topic covers a number of subtopics, and for each sub-topic a number of exercises is available, along with explanations. We have used the most up-to-date language technologies and programming solutions in order to automatise the e-environment. The user’s knowledge is automatically evaluated, and based on this s/he is automatically guided through the environment in a way to improve her/his writing and communication skills. The e-environment has also a special user interface for teachers which enables easy way to assign tasks as well as to track the performance of each pupil individually or a group of pupils as a whole. The gamification and professional graphic design fulfil the user experience. The “Slovenscina na dlani” will be freely available at https://slo-na-dlani.si from September 2021 on.

Monolingual lexicography for Norwegian started some decades after political independence from Denmark in 1814. Since 1885 two written standards have been recognized, one based on Danish as spoken in Norway (today Bokmål), and one based on the Norwegian vernacular (Nynorsk). Both are fully described in major scholarly dictionaries, now completed and freely available on the web. Both receive some public funding, with a view to further development. Because of frequent orthographic revisions, at first aimed at bringing the written standards closer to each other, spellers dominated the market through most of the 20th century. Today linguistic stability is aimed for, incorporating only such changes in the written standards as are supported by general usage. The first general monolingual defining dictionaries Bokmålsordboka and Nynorskordboka, covering the central vocabulary of each written standard, were first published as parallel volumes in 1986, and are now undergoing revision at the University of Bergen in cooperation with the Language Council of Norway. These dictionaries are now stored in databases, are available on the web and as a free smartphone app. Public funding of monolingual mother tongue lexicography is seen as an investment in essential linguistic infrastructure, as is bilingual lexicography between the Nordic languages and Norwegian, while other bilingual lexicography is dealt with by private publishers.

Z jezikom nismo vedno zmožni neposredno ubesediti vsega, kar mislimo, zato za razlago pojavnosti uporabljamo različne jezikovno-kognitivne postopke, med drugim metafore in metonimije. Prepoznavanje vrednosti in razširjenosti metaforičnih in metonimičnih izrazov v jeziku je v zadnjih dvajsetih letih vodilo k povečanemu zanimanju za sistematično identifikacijo in luščenje tovrstnih figurativnih izrazov v korpusih posameznih jezikov. Izraze, pri katerih potekajo konceptualne preslikave, ki sodelujejo pri metaforičnih in metonimičnih procesih, je namreč težko izluščiti iz korpusa, ki niso posebej označeni za namene raziskovanja figurativnega jezika. V članku opredelim razumevanje konceptualne metafore in konceptualne metonimije, predstavim najpogostejše metode luščenja metaforičnih in metonimičnih izrazov iz jezikovnih korpusov ter na primeru korpusa g-KOMET, ki je ročno označen za metaforične izraze in metonimične prenose, ponazarjam poskus sistematizacije nekaterih najbolj prisotnih metonimičnih prenosov v slovenskem govorjenem jeziku.

The modelling and encoding of polylexical units, i.e. recurrent sequences of lexemes that are perceived as independent lexical units, is a topic that has not been covered adequately and in sufficient depth by the Guidelines of the Text Encoding Initiative (TEI), a de facto standard for the digital representation of textual resources in the scholarly research community. In this paper, we use the Dictionary of the Portuguese Academy of Sciences as a case study for presenting our ongoing work on encoding polylexical units using TEI Lex-0, an initiative aimed at simplifying and streamlining the encoding of lexical data with TEI in order to improve interoperability. We introduce the notion of macro- and microstructural relevance to differentiate between polylexicals that serve as headwords for their own independent dictionary entries and those which appear inside entries for different headwords. We develop the notion of lexicographic transparency to distinguish between those units which are not accompanied by an explicit definition and those that are: the former are encoded as <form>–like constructs, whereas the latter becomes <entry>–like constructs, which can have further constraints imposed on them (sense numbers, domain labels, grammatical labels etc.). We codify the use of attributes on <gram> to encode different kinds of labels for polylexicals (implicit, explicit and normalised), concluding that the interoperability of lexical resources would be significantly improved if dictionary encoders would have access to an expressive but relatively simple typology of polylexical units.

Poseben tematski sklop letošnje prve številke vsebuje osem kratkih znanstvenih prispevkov, ki pregledno opisujejo trenutno stanje na področju leksikografije na Danskem, Švedskem, Norveškem, Hrvaškem, v Grčiji, Baskiji, Estoniji in Braziliji. Prispevki so nastali kot rezultat znanstvenega sodelovanja v evropski mreži ENeL – European Network of e-Lexicography [ISCH COST Action IS1305].

Z vstopom žensk na področje javne sfere in družbenih odnosov so se začela spreminjati tudi ostala področja življenja, kar je sprožilo potrebo po kulturni preobrazbi, predvsem na ravni jezika (Irigaray 1998, 119), ki bi ustrezno predstavljal in nagovarjal oba spola. Eno pomembnejših vprašanj, ki so si ga v povezavi s tem v času drugega feminističnega vala postavljale številne feministične jezikoslovke in jezikoslovci, je, kako lahko izkoreninjenje jezikovnega seksizma vpliva na položaj žensk in moških v družbi. Številni nasprotniki in nasprotnice jezikovnih sprememb in uvajanja neseksističnih alternativ se s predpostavkami neposredne povezave med družbo in jezikom niso strinjali, za kar so navajali številne argumente. Namen prispevka je osvetliti klasične argumente, ki so se v tuji (angleški) literaturi proti uvajanju jezikovnih sprememb pojavljali v 70. letih prejšnjega stoletja in poiskati vzporednice z aktualnimi argumenti slovenskih jezikoslovk in jezikoslovcev ter drugih strokovnjakov in strokovnjakinj. Argumente nizava upoštevajoč posebnosti angleščine in slovenščine, tj. dveh jezikov, ki različno izražata in razumeta (slovnični) spol. V tem smislu je zanimivo ugotoviti, koliko so si agrumenti proti uvedbi jezikovnih sprememb podobni (tj. so splošni in veljajo za vse jezike) in v katerih kategorijah se razlikujejo (tj. so jezikovno specifični). Glede na to, da gre tudi za dve različni časovni obdobji, nam bo informacija o podobnosti argumentov sporočala tudi podatek o zmožnosti preživetja določenih mnenj skozi čas. Cilj prispevka, pa tudi dolgoročni interes je bolje razumeti razmišljanje nasprotnikov in nasprotnic jezikovnih sprememb na podlagi poznavanja njihovih argumentov, kar vidiva kot enega od pristopov k (morebitnemu) skupnemu sodelovanju v zvezi s tovrstnimi vprašanji v prihodnje.

Various studies confirm the existence of gender bias in classroom interaction and unequal treatment of boys and girls. The aim of this paper is to determinate the differences in the type of teacher’s feedback after female and male pupils’ speech contribution and to explore whether the diverse teacher’s reaction types contribute to the development of different linguistic, gender and cultural identities of pupils in Serbian and Hungarian classes. The corpus was collected during the final year of a bilingual primary school in Subotica (Vojvodina) in 2015 and consists of the fine transcript of two audio and video recordings of mother tongue lessons in Serbian and Hungarian classes. The obtained results confirm the differences in feedback distribution and type in both classes regarding to pupils’ gender. The teachers’ feedback supports higher status of male pupils in the group (class) and in relation to the teachers.v