Language Learner Strategies combines principles with research and classroom practice, providing a new view of language learning to inform policy and teaching methodology. Divided into three parts, the book draws links between language learning theory in the established research literature, the authors' own empirical studies and the implications for curriculum policy and teacher education.

The book addresses issues that to date have not been fully explored including the strategies of the 12-15 year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop. It sets a future agenda for learner strategy research and classroom practice.

“Hori ez da euskara, hori euskañola da. Erdarakadak barra-barra. Min ematen dit belarrian. Zer euskara klase da hori? Esaldiak euskaraz hasi eta gazteleraz bukatzen dituzte. Zer gertatzen zaie? Zergatik hitz egiten dute horrela? Ikasle ganoragabeak dira eta gaizki ikasi dute? Edo irakasle inkonpetenteak ditugu? Zertan huts egiten dute?” Euskara bigarren hizkuntza moduan ikasten duten ikasleek hizkuntza nola bereganatzen duten, zer interferentzia gertatzen zaizkien eta zer gabezia dituzten biltzen dituen ikerketa. Gertatzen diren fenomenoen ezaugarriak deskribatu, kausak argitu eta ondorioak ateratzen dituen proposamena. Egilea Lizarra Ikastolako irakaslea da.

2016. urtean Lapurdum aldizkariak «Othoi çato etchera» izeneko liburua argitaratu zuen, haren gaia zelarik XVIII. mendearen erditsuan zonbait lapurtarrek egín 50 gutun. Lan horren ondotik ikerketa osagarri bat egin nuen eta Ahetze herriari buruzko datu batzuen xerka ari nintzela Martin Harismendy notariaren agiriak ikertu nituen sarean, earchives64 deitu gunean.

Hizkuntzaren historiaurrea –ustez aldi luzea izan zena eta ilun samarra ere zenbaitetan– Joseba A. Lakarrak (UPV/EHU) aztertu du; Joaquín Gorrochategui (UPV/EHU) arduratu da antzinaroari buruzko kapituluaz; Patxi Salaberrik (UPNA) Erdi Aroko euskara aztertu du; eta Céline Mounole (UPPA-IKER) eta Joseba A. Lakarra (UPV/EHU) arduratu dira euskara arkaikoa aztertzeaz (1400-1600). Antzinako euskarari eta euskara modernoari dagokienez, 1600 eta 1745 artean ezarri dira haien muga kronologikoak. Céline Mounole eta Ricardo Gómez (UPV/EHU) arduratu dira aldi hau batera aztertzeaz. Blanca Urgellek (UPV/EHU) hasierako euskara modernoari erreparatu dio, 1745 eta 1876 urteen arteko aldia hartzen duena; aldiz, bigarren (edo azken) euskara modernoaren azterketaz, 1745 eta 1876. urteen arteko aldiaz, Iñaki Camino (UPV/EHU) arduratu da. Amaitzeko, Pello Salaburuk (UPV/EHU) bere gain hartu du euskara garaikidearen azterketa.

Nabarmentzekoa da hainbat historialariren ekarpena liburuaren zenbait kapitulutan: Mikel Aizpuru, Juan José Larrea eta Xabier Zabaltza, denak UPV/EHUko kideak.

Zalantzarik gabe, liburuaren helburu nagusia da oinarrizko erreferentzia bat eskaintzea euskararen historia ezagutu nahi duten pertsonei. Euskalaritza garatzeko, ezinbestekoa zen eskura dugun informazio historikoa era monografikoan biltzea. Gainera, hainbat ikuspegitatik zen ezinbestekoa: euskal filologiako ikasleek beharrezkoa zuten hizkuntzaren historiari buruz urtetan metatutako jakintza egoki antolatuko zuen obra bat; ikertzaileek ere sintesi bat behar zuten, euskararen bilakaeraren ikuspegi global bat eta hizkuntzak denboran zehar izan dituen aldaketei buruzko informazio esanguratsua emango zuena; azkenik, beharrezkoa ikusten zen ere liburu bat eskaintzea gure hizkuntzan interesatuta dauden pertsonei, euskarak historian izan duen bilakaera xehetasunez laburbilduko duena era ordenatu eta erakargarri batean.
 

 El proceso de muda en jóvenes universitarios del Gran Bilbao [Recurso electrónico] : una primera aproximación / Esti Amorrortu, Jone Goirigolzarri-Garaizar, Ane Ortega

Rafael Lluís Ninyoles (València, 1943) fou un dels membres capdavanters d’aquella «minoria activa» de la València dels seixanta que amb els anys ha desplegat una vigorosa obra en l’ampli camp de la sociologia. Ha publicat llibres que han esdevingut obres de referència obligada i ha dirigit una remarcable quantitat de recerques professionals com a membre de l’Institut Valencià d’Investigació Social.
En la línia de recuperar autors clàssics valencians o que tracten temes referits al País Valencià, la Biblioteca Germán Bernácer d’Estudis Econòmics, Polítics i Socials incorpora ara dues obres de referència del sociòleg Rafael Ninyoles: Conflicte lingüístic valencià i El País Valencià a l’eix mediterrani, amb pròleg de Toni Mollà.
Conflicte lingüístic valencià (1969) és el primer llibre de Ninyoles sobre el comportament dels grups lingüístics –és a dir, de l’anàlisi de l’ús (i l’abandó) lingüístic com a vincle social– i va inaugurar en el nostre context cultural les investigacions sobre la societat de l’època. Allunyat sempre de la literatura ideològica i del to doctrinari, Ninyoles va incorporar la sociologia i la psicologia social com a referents de la investigació social. El País Valencià a l’eix mediterrani (1992) és, finalment, una interpretació del país d’acord amb dades d’ordre econòmic, social i cultural, que avalen la idea segons la qual “l’espai valencià-català no és una hipòtesi, sinó un àmbit de constatació empírica, des de distints aspectes culturals”. Vista en conjunt, l’obra publicada i coneguda de Ninyoles representa, per a unes quantes generacions d’investigadors socials, valencians i no valencians, un autèntic paradigma de referència inexcusable.

Translingualism refers to an orientation in scholarship that recognizes the fluidity of language boundaries and endorses a greater tolerance for the plurality of Englishes worldwide. However, it is possible that translingualism exacerbates the very problems it seeks to redress? This book seeks to destabilize underlying attitudes inherent in the narrowly conceptualized view of Englishes by pushing forward current theories of translingualism and integrating cutting-edge scholarship from sociolinguistics, critical theory, and composition studies. The Politics of Translingualism pays particular attention to the politics of evaluating language, including different Englishes, at a moment of unprecedented linguistic plurality worldwide. The book draws on analyses of a wide range of artifacts, from television commercials, social media comments, contemporary and canonical poetry, contemporary and historical English phrasebooks, commercial shop signs, and the writing of multilingual university students. The volume also looks outside the classroom, featuring interviews with recruiters in a number of professional fields to examine the ways in which language ideologies about Englishes can impact students entering the workforce. This book offers an innovative take on current debates on multilingualism and global Englishes, serving as an ideal resource for students and scholars in applied linguistics, sociolinguistics, composition studies, education, and cultural studies.

This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels.

The Routledge Handbook of Language and Superdiversity provides an accessible and authoritative overview of this growing area, the linguistic analysis of interaction in superdiverse cities. Developed as a descriptive term to account for the increasingly stratified processes and effects of migration in Western Europe, ‘superdiversity’ has the potential to contribute to an enhanced understanding of mobility, complexity, and change, with theoretical, practical, global, and methodological reach.
With seven sections edited by leading names, the handbook includes 35 state-of-the art chapters from international authorities. The handbook adopts a truly interdisciplinary approach, covering:

• Cultural heritage
• Sport
• Law
• Education
• Business and entrepreneurship.

The result is a truly comprehensive account of how people live, work and communicate in superdiverse spaces.
This volume is key reading for all those engaged in the study and research of Language and Superdiversity within Applied Linguistics, Linguistic Anthropology and related areas.

In this ground-breaking collection of essays, the editors and authors develop the idea of Linguistic Citizenship. This notion highlights the importance of practices whereby vulnerable speakers themselves exercise control over their languages, and draws attention to the ways in which alternative voices can be inserted into processes and structures that otherwise alienate those they were designed to support. The chapters discuss issues of decoloniality and multilingualism in the global South, and together retheorize how to accommodate diversity in complexly multilingual/ multicultural societies. Offering a framework anchored in transformative notions of democratic and reflexive citizenship, it prompts readers to critically rethink how existing contemporary frameworks such as Linguistic Human Rights rest on disempowering forms of multilingualism that channel discourses of diversity into specific predetermined cultural and linguistic identities.