06/04/2020 | 1
Vitoria-Gasteiz, the capital city of the bilingual Basque Autonomous Community of Spain, is a largely Spanish-speaking city: over 90% of the city’s population claims Spanish as their native language and less than one-fifth of the city’s adult population is bilingual in Basque and Spanish (compare with more than one-third of the population of San Sebastián). Nevertheless, enrollment in Basque immersion (Model D) schools has grown over the last three decades and continues to grow. As of the 2018–2019 school year, 80% of primary and secondary public school students in the Basque Autonomous Community were enrolled in Model D schools. The goal of this study was to investigate the linguistic attitudes of primary school teachers in different school models in Vitoria-Gasteiz for the purpose of identifying factors in the positive growth of Basque as a minority language, as well as current challenges for growth, in this sociolinguistically adverse environment. Results are then related to opportunities and challenges for other minoritized languages undergoing language revitalization.KEYWORDS: Bilingualism, bilingual education, language acquisition, language attitudes, language revitalization
05/29/2020 | 0
A data-led examination of interaction in language teacher education
Provides insight into social interaction in the notoriously private world of language teacher education
Adopts empirical, corpus-based approaches to data analysis bringing quantitative and qualitative dimensions to the data descriptions
Includes interactional tasks at the end of each chapter to consolidate understanding and encourage reflection
Draws on a number of modes of interaction including face-to-face lectures, tutorials, practice, feedback and online modes of computer-mediated communication including blogs, discussion forums, and chat
Combining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. It explores interaction in pre- and in-service education programs and analyses the spoken and written interactions of teachers with varying levels of experience who are adopting a range of modes of interaction. Both face-to-face and online modes of computer-mediated communication are explored. In doing so the book provides examples of how data can be approached and used to uncover social-interactional themes and issues, in relation to language teacher education and as a micro-context of social interaction in general.
With coverage of both theory and practice, this book is a key resource for educators and postgraduate students in areas such as second language teacher education, TESOL, cross-cultural communication, sociology, philology, as well as discourse analysts.
- 05/29/2020 | 15
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.
Contains multiple perspectives and specialist knowledge which provides an authoritative account of different aspects of TBLT
Written in an accessible style, the book is a core resource for a wide range of readers including teachers, researchers and students
Provides readers with a single up-to-date source of information about task-based language teaching
- 05/29/2020 | 2
Este proyecto de investigación ha tenido como objeto de estudio los procesos de activación locales para la promoción del uso del euskera. Precisamente, ha servido como respuesta a la solicitud realizada por la Dirección General de Igualdad Lingüística de la Diputación Foral de Gipuzkoa al Soziolinguistika Klusterra a finales del año 2015.
El proyecto “Activación lingüística en el ámbito local” ha obtenido, principalmente, dos resultados: por un lado, se han identificado algunas claves para activar la ciudadanía en torno al euskera; y, por otro lado, se ha definido una propuesta metodológica para impulsar procesos de activación.
De cara a la difusión de los resultados del proyecto, se ha elaborado un folleto divulgativo, así como el presente informe que resume las principales conclusiones de la investigación. Este informe explica de manera más extensa y detallada las ideas generales recogidas en el folleto. En cualquier caso, quienes deseen profundizar aún más en la temática de este trabajo tienen acceso al informe técnico completo en la página web del Soziolinguistika Klusterra (www.soziolinguistika.eus/aktibazioa).
- 05/29/2020 | 21
The focus of this research project has been on the processes of local activation in promoting the use of the Basque language. In fact, it has served as a response to the request made by the Department for Linguistic Equality of the Gipuzkoa Provincial Council to the Soziolinguistika Klusterra at the end of 2015.
This research, entitled “Language Activation at a local level”, has obtained two main results: on the one hand it identifies the key factors in activating the use of the Basque language amongst the citizens, and it also suggests a process for setting up this activation.
A leaflet has been put together in order to publicise these results, in addition to this summary report. The report explains the basic ideas set out in the leaflet. However, anyone interested in delving into the subject can access the latest technical report of the research on the Soziolinguistika Klusterra’s web page (www.soziolinguistika.eus/aktibazioa).
- 05/29/2020 | 20
Ikerketa-proiektu honek euskararen erabilera sustatzeko tokian tokiko aktibazio-prozesuak izan ditu aztergai. Hain zuzen ere, Gipuzkoako Foru Aldundiko Hizkuntza Berdintasuneko Zuzendaritzak 2015eko urte amaieran Soziolinguistika Klusterrari egindako eskariari erantzun dio.
“Tokian tokiko hizkuntza-aktibazioa” izeneko ikerketak bi emaitza nagusi lortu ditu: alde batetik, tokian tokiko herritarrak euskararen gainean aktibatzeko zaindu beharreko gakoak zeintzuk diren identifikatu ditu, eta, beste alde batetik, aktibazio horretarako prozesua zein izan litekeen marraztu edo proposatu du.
Emaitza horiek zabaltzeko, esku orria osatu da, baita esku artean dugun laburpen-txosten hau ere. Txosten honek esku orrian jasotako ideia orokorrak modu zabalagoan azaltzen ditu. Halere, gaian sakondu nahi dutenek proiektuaren azken txosten teknikoa ere eskuragarri dute Soziolinguistika Klusterraren webgunean (www.soziolinguistika.eus/aktibazioa).
- 05/29/2020 | 5
Bilingual language behaviour is driven by numerous factors that are usually studied in isolation, even though individual factors never operate alone. Bringing together key insights from psycholinguistics and sociolinguistics, Luna Filipović presents a new model of bilingual language processing that captures bilingualism within and across minds. The model enables readers to explain traditional puzzles in the field, and accounts for some apparently contradictory reports in different studies. It shows how theory can be applied in practice and how practice feeds back into theory, with mutual benefits. Bilinguals are studied in action, when they interact with other bilinguals or monolinguals, when they recall witnessed events in real life and in the lab and when they translate and interpret for the benefit of monolinguals. This interdisciplinary take on bilingualism in action will lead to new research on bilingualism itself, and to applications in forensic linguistics and translation studies.
- 05/29/2020 | 1
How Languages Changed My Life is a collection of stories exploring the importance of languages in shaping the lives of individuals and communities around the world. It brings together writers and musicians, politicians and activists, teachers, students, scientists, comedians, and sportspeople whose experiences are both unique and exemplary. The first-person voices are conversational, intimate and uplifting, but also often very funny and deeply moving.
This book is for anyone who loves real-life stories; is interested in languages, culture, and adventure; and believes in global citizenship. It embraces more than forty different languages and offers a kaleidoscope of individual views that collectively make the case for linguistic diversity being as essential to our survival as biodiversity.
Irrespective of age and background, whether as first-time learners or professional polyglots, all our storytellers testify to how languages have inspired and empowered them. How Languages Changed My Life is a book for our times, reminding us that what we have in common is always greater than our differences.
- 05/29/2020 | 8
This book investigates the sociolinguistic dimension of the internationalisation of higher education, examining the linguistic tensions and ambiguities experienced by universities around the world, particularly in non-anglophone contexts. Joining current debates within discursive and ethnographic approaches to language policy, the authors analyse the narrative emerging from university language policy documents, and then trace the stance-taking processes of different stakeholders at a small university in Catalonia. They pay particular attention to how teachers, administrative staff, and exchange students position themselves in connection to the role of Catalan and its coexistence with other languages at the university. This book will be of interest to language policy scholars and practitioners, as well as graduate students in sociolinguistics and applied linguistics
- 05/29/2020 | 0
Neurolinguistics is a young and highly interdisciplinary field, with influences from psycholinguistics, psychology, aphasiology, (cognitive) neuroscience, and many more. The scope and aim of this new Oxford Handbook of Neurolinguistics is to provide students and scholars with concise overviews of the state of the art in particular topic areas, and to engage a broad audience with an interest in the neurobiology of language. The chapters do not attempt to provide exhaustive coverage, but rather present discussions of prominent questions posed by a given topic. Part I covers the key techniques and technologies used to study the neurobiology of language today. Part II addresses the neurobiology of language acquisition during healthy development and in response to challenges presented by congenital and acquired conditions. Part III covers the many facets of the articulate brain, and its capacity for language production: written, spoken, and signed. Questions regarding how the brain comprehends meaning, including emotions, at word and discourse levels are addressed in Part IV. The final Part V reaches into broader territory, characterizing and contextualizing the neurobiology of language with respect to more fundamental neuroanatomical mechanisms and general cognitive domains.
Keywords: neurolinguistics, neurobiology, technology, brain, language production, neuroanatomy, cognition