This work intends to discuss the distinctive features of the laterals in Contemporary European Portuguese, in particular the features [+lateral] and [+continuous], based on language acquisition data. For this purpose, the productions of 80 typically developing children aged between 3 and 4 years and eleven months were analyzed. The results show that, after the nasals, the lateral in onset position is the first sonorant to be acquired. If the laterals are distinguished from the rhotics by the marked feature [+lateral], it would be expected that the class of the rhotics would be acquired before the laterals, since the acquisition of segments is made by the gradual acquisition of marked features and by their combination with features already acquired. The fact that /l/ is acquired before the rhotics suggests that the feature [+lateral] is not responsible for establishing the contrast between the two classes. Based on the data analyzed, the feature [+approximant] is proposed to characterize the laterals and rhotics, distinguishing them from the other sonorants, and the feature [[±continuant] to differentiate the rhotics from the laterals, the latter being characterized by the negative value of this feature.

This text presents a set of reflections on the state of the art regarding phonological acquisition in European Portuguese as L1. Taking the existing research accomplishments as its starting point, the discussion presented here will focus on what still needs to be done and known in different domains: regarding the construction, validation and availability of corpora and tools for phonological assessment; in the study of typical and atypical development; in the relationships between research and clinical and pedagogical intervention. Among the paths to be followed, emphasis will be placed on the need to instill multidisciplinary and multimodal approaches in phonological acquisition research, combining data from production, perception and metaphonological processing

O III SINEPLA propiciou oportunidades de reflexão acerca do ensino, da avaliação e da formação de professores de PLA em diferentes contextos, em especial, nesta edição, relacionando essas temáticas com uma perspectiva pluricêntrica da língua portuguesa. Como se pode ver nos capítulos deste livro, que representam parte das apresentações e dos debates ocorridos nos três dias do evento, as discussões versaram sobre o ensino de PLA para fins e públicos específicos, a reflexão linguística, a formação de professores, o uso de textos literários em aulas de PLA e o exame Celpe-Bras. No contexto acadêmico e político contemporâneo em que se celebra a adoção de uma perspectiva de Português como língua pluricêntrica e cientes dos diferentes posicionamentos acerca do uso desse conceito pelos profissionais da linguagem, entendemos que o debate deva seguir ampliando a compreensão da complexidade de fatores envolvidos na nomeação das línguas com as quais trabalhamos e nas possíveis implicações de seu uso. É fundamental que possamos compreender as ideologias de linguagem que sustentam nossas práticas e estarmos atentos aos interesses dos projetos educacionais aos quais nos filiamos.

this article intends to study the domain of relative clauses by higher education students. For this purpose, a test was designed with the objective of verifying the most used relativization strategies by students of a Bachelor’s degree in Basic Education. the test was applied to 40 students and revealed that non-canonical relative clauses are the most used, especially chopping relative clauses

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