Following the theoretical and methodological principles of Variationist Sociolinguistics, this paper analyzes the use of the aspirated variant of postvocalic /s/ by residents of City of God, a predominantly-black neighborhood in Rio de Janeiro that is widely known as a favela (roughly, shantytown or slum). The analyzed data consist of seventeen sociolinguistic interviews conducted in 2015 with twenty-two residents of this community. The quantitative analysis included six social variables-race/color, regional origin, age, gender, education, and speaker-as well as six linguistic variables-preceding vowel, following sound, syllabic stress, number of syllables, grammatical category, and word. Race/color, age, and all the linguistic factors considered in the analysis were selected as statistically significant to the occurrence of /s/ aspiration. This study indicates a possible connection between aspiration and race/color and stresses the importance of including racial identity as a relevant factor in sociolinguistic studies in Brazil, especially those focusing on favelas and other similar urban communities.

| This study analyzes the sociolinguistic variation of obligatory contractions between the preposition de and the definite articles in the interlanguage of adult learners of Portuguese as foreign language in the United States. Using this variation phenomenon as an example, the main objective of this pilot study is to discuss the feasibility of using speech data from telecollaborative interactions in interlanguage variation studies. The analyzed data come from four audio-recorded teletandem sessions held in 2017 among nine USbased learners of Portuguese and native speakers of this language in Brazil. The quantitative analysis included three linguistic group factors -preceding word category, gender marking, and number marking-and four social group factors -learner gender, native language, immersion experience, and teletandem session. The results showed that only gender marking was selected as a significant factor for the occurrence of contraction. The study concluded that speech data from telecollaborative interactions can be used as one of the tasks in large scale interlanguage variation studies. However, it also cautions researchers to consider some of the major issues regarding selection of variables, learners' style shifting and stage of acquisition, and technical limitations of this type of interaction.

A cidade do Rio de Janeiro é conhecida por sua beleza exuberante e sua cultura única. Pelo menos entre os brasileiros, a cidade também se destaca por suas características dialetais, das quais a realização alveopalatal do –s pós-vocálico é provavelmente a mais notável. No dialeto carioca, –s pós-vocálico é geralmente pronunciado como os sons alveopalatais [ʃ] e [ʒ], diferente das pronúncias alveolares [s] e [z], mais comuns em alguns outros dialetos do português brasileiro. Em vista disso, o objetivo do presente estudo foi analisar a variação de –s pós-vocálico no referido dialeto para saber quais são os fatores linguísticos e sociais mais relevantes para a ocorrência desse fenômeno de variação. Seguindo os princípios da sociolinguística variacionista, foi analisada a influência de duas variáveis linguísticas – idade e gênero – e duas variáveis não-linguísticas – contexto sonoro seguinte e tipo silábico. Depois da análise dos dados com o VABRUL, constatou-se que tipo silábico e idade foram os grupos de fatores com influência mais significativa para a ocorrência de [ʃ] e [ʒ]. Contexto sonoro seguinte e gênero foram descartados como insignificantes.

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

This paper analyzes how interlocutors express evidentiality (