• Arrue ikerketa : EAEko ikasleen euskararen erabilera eskola-giroan, 2011-2015

    Arrue ikerketa : EAEko ikasleen euskararen erabilera eskola-giroan, 2011-2015

    Zenbatekoak dira gaur egun EAEko ikasleen euskarazko erabilerak eskolan? Eta gaztelaniazkoak? Eta ingelesezkoak? Nola aldatzen dira hizkuntza-erabilera horiek egoeraren edota solaskideen arabera? Eta ikasleen beste ezaugarrien arabera? Zein aldagai dira erabilera horien aldaketekin lotura estatistikorik sendoenak dituztenak? 2004. urtean sortu zenez geroztik Arrue proiektuaren helburu nagusia izan da Euskal Autonomia Erkidegoko ikasleen eskolagiroko hizkuntza-erabilerak nolakoak diren ikertzea, eta beraz proiektuaren jarduna halako galderen inguruan ardaztu da. Lan hau ere bete-betean dago ildo horretan kokatua. 2015. urtean jasotako datuak eskaintzen dira lan honetan, 2011n eta 2013an jasotako datuekin alderatuta. Aurreko bi kasuetan bezala, hizkuntza-erabilera datuok, ikasleek Ebaluazio diagnostikoa proban erantzundako galdetegien testuinguruan jaso dira, Irakas-sistema Ebaluatu eta Ikertzeko erakundeak (ISEI-IVEIk) prestatzen eta bideratzen duen hezkuntzaren baitako ebaluazioan. Aurreko bi kasuetan bezala, 2015ean ere LMH4ko (9-10 urte) eta DBH2ko (13-14 urte) ikasleen datuak aztertu dira, eta 2011-2015 alderaketaren bitartez mugarri berri bat jarri ahal izan da EAEko ikasleen hizkuntza-erabileraren azterketan, lehen aldiz azterketa izaera longitudinala izatera iritsi baita. Hau da, urte berean jaiotako ikasleen bi une ezberdinetako erabilerak alderatu ahal izan dira, 2011n LMH4n zeuden ikasleak baitira, neurri handian, 2015ean DBH2n aztertu direnak. Azterketa horrek hein handi batean berretsi egin ditu 2011n ikasleen eskolako erabilerez eginiko deskribapenak eta analisien ondorio nagusiak, baina aldi berean xehetasun berriak ere gehitu dizkio.  

    Arrue ikerketa : EAEko ikasleen euskararen erabilera eskola-giroan, 2011-2015
  • Common european framework of reference for languages

    Common european framework of reference for languages

    This companion volume to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) represents another step in a process that has been pursued by the Council of Europe since 1971 and owes much to the contributions of members of the language teaching profession across Europe and beyond. 

    Common european framework of reference for languages

Applied linguistics

  •  English language as hydra

    English language as hydra

     In far too many places, the worldwide trade in English-language teaching, testing and publishing has become a self-perpetuating, self-congratulating, neocolonial monster … a veritable multi-headed Hydra. Too often the English language industry aggressively promotes itself as some sort of “uplifting”, “essential”, “proper” or even “better” means of communication than any other language. Unfortunately, its relentless global outreach is taking place at the direct expense, and the active denigration, of local and regional languages – not to mention individual identities. English Language as Hydra brings together the voices of linguists, literary figures and teaching professionals in a wide-ranging exposé of this monstrous Hydra in action on four continents. It provides a showcase of the diverse and powerful impacts that this ever-evolving, gluttonous beast has had on so many non-English language cultures - as well as the surreptitious, drug-like ways in which it can infiltrate individual psyches.

    English language as hydra
  • Language teaching and the older adult

    Language teaching and the older adult

     The aging of the population and the increasing number of older adults pursuing foreign language courses call for a greater understanding of the ways in which these individuals learn foreign languages. This book offers a pioneering contribution to the literature on foreign language education for older adults (aged 60 and over), termed foreign language geragogy. It details an empirical, multidisciplinary study on Japanese older learners of Spanish and focuses on the influence of learning experiences on vocabulary learning strategy use. It discusses the constraints that preconceptions impose on learners, researchers, instructors and administrators, and it offers a set of practical recommendations for foreign language activities for elderly individuals. It also introduces the notion of ‘learner re-training’, an instructional mechanism that contributes to older learners' self-acknowledgment and autonomy development in foreign language learning. The book is directed at teachers and trainee teachers of foreign languages to older adults, and also at education professionals and researchers in the field of foreign language learning in general.

    Language teaching and the older adult
  • The linguistic landscape of Chinatown

    The linguistic landscape of Chinatown

     This book presents a sociolinguistic ethnography of the linguistic landscape of Chinatown in Washington, DC. The book sheds a unique light on the impact of urban development on traditionally ethnic neighbourhoods and discusses the various historical, social and cultural factors that contribute to this area’s shifting linguistic landscape. Based on fieldwork, interviews with residents and visitors and analysis of community meetings and public policies, it provides an in-depth study of the production and consumption of linguistic landscape as a cultural text. Following a geosemiotic analysis of shop signs, it traces the multiple historical trajectories of discourse which shaped the bilingual landscape of the neighbourhood. Turning to the spatial contexts, it then compares and contrasts the situated meaning of the linguistic landscape for residents, community organisers and urban planners.

    The linguistic landscape of Chinatown

Basque library

  • Biennale

    Biennale

    Liburu hau arte eta poesiari buruzkoa da. Veneziari buruzkoa. Gure belaunaldiko gazteok egin behar ditugun praktikei buruzkoa. Bidaiei buruzkoa. – Abstentzioa – Nire aitona gudan ibili zen eta nire aitak zerbitzu militarra egin zuen. Guk ordainsaririk gabeko praktikak egiten ditugu urrunean, denbora luzez.

    Biennale
  • Horma

    Horma

    Itzultzailea da nobela honetako narratzailea. Kode batetik beste batera hitzak pasatzen espezialista. Bizitzan ere halatsu, kode batetik bestera pasatu beharra du mundua ulertuko badu. Maite du bere lana, baina hor sortzen zaio arazoa. Haurtzaroan gertatu ziren pasarte lauso batzuk nahasten zaizkio buruan, Martarekin bikote harremanari ekin behar dion une berean, noiz eta amari, kode haiek erraz itzuliko zituen pertsona bakarrari, memoria husten eta hondatzen zaion garaian. Semea amari mintzo zaio, jakinagatik ere amak ezin diola erantzun: «Zergatik haserretzen zen aita zurekin, zer zegoen zuen konpon ezinaren atzean?, eta ez nuke bide horretatik segitu nahi, baina nik ez nuen zuen kodea ondo ulertzen eta galduta nengoen. Ulertu egin behar nuen ikusten nuena, itzuli egin behar nuen nire ume-kodearen arabera». «Ni eta nire doblea, ni eta Fidel ari gara narratzailearen ahotik: ahots bat bitan banatua modu aleatorioan, kontakizunari bizitasuna ematea beste helbururik gabe. Bada, talaia bakar bat aski ez eta bi hautatu nituen kontakizun honi ekiteko orduan: ahots baten ordez bi, nire buruaren defentsan». «Bada, ordea, horrek baino gehiago kezkatzen nauen zerbait: […] nire bizitzan halako garrantzia duten pertsonek ezin didazue erantzun? Aitak, hil zelako; Martak, ez duelako ezer jakin nahi nirekin; zuk, ama, adimena gero eta gehiago ari zaizulako laburtzen. Hirutatik bakar batek ere ez didazue esango: Errespetu pixka bat! »Beste gauza askoren artean, beldurra ere ematen du idazteak».

    Horma
  • Libe

    Libe

    Libe eta Maren elkarrekin dabiltza, eta gustura gainera. Hala ere, Libek ez du harreman bakarrean itxita egon nahi; libre bizi izan da beti, horretan sinesten du, eta horrela sentitu nahi du aurrerantzean ere. Mareni aipatu nahi lioke gaia, aipatu behar lioke, baina ez daki nola egin, ez dio min eman nahi… Bizitzak etengabe aldatzen gaitu eta hartzen ditugun erabakiek ezinbestean markatzen gaituzte, aukera bakoitzean zerbait irabazten delako, baina baita zerbait galdu ere.

    Libe

Teaching materials

  • Smart skills

    Smart skills

     Focus on Vocabulary, Speaking, Reading, Grammar, Writing & Listening at Level B2. Each Unit consists of: Section A: Reading: Main text followed by Comprehension Questions, in multiple choice format, and sometimes by Matching-the-Headings exercises. Relevant vocabulary-building exercises follow. Grammar: Brief Grammar theory notes and tables, followed by many exercises that help students practise each grammatical topic. Section B: Vocabulary: Collocations - Word building Structure - Derivatives Antonyms - Expressions - Phrasal Verbs Section C: Listening: Pre-listening Activities - Listening Development exercises FCE Listening Exam Practice Speaking: ‘Improve your Speaking skills’ section with Common Mistakes, and ‘Speaking Helpline’ with Idioms & Useful phrases Speaking activities - Tips & Instructions - FCE Speaking Exam Practice in each unit Writing: All the different writing tasks for learners at level B2: Essay Letter Email Article Review Story Report Model writing texts are followed by a section on ‘How to plan your letter’ followed by a ‘Similar Topic’.

    Smart skills
  • Advanced, 10 CAE practice tests

    Advanced, 10 CAE practice tests

     Exam Guide analysing all the different exam tasks for the 4 Papers of the 2015 CAE exam Self-study Edition with a comprehensive guide including: - a Writing Supplement with model answers marked according to Cambridge English guidelines - detailed JUSTIFICATION of the Answers for all the key parts of each practice test - Audioscripts & Answer Key Progress Tests available GLOSSARY with accurate definitions available

    Advanced, 10 CAE practice tests

 

 

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