Nola erabili teknologia berriak euskara irakasteko? Globalizazioaren garaian hizkuntzak ikasteko premia handia dago eta gainera modan dago. Euskarak euskaldun egiten gaitu eta gizalditik gizaldira, rnilaka urtetan zehar, bizirik iraun duen gure hizkuntza egun transmititzeko erronka dugu.
Irakurleak eta bereziki euskara irakasten diharduenak aurkituko du liburu honetan hizkuntza irakasteko metodologia originala eta gai honen inguruko hausnarketa mamitsuak, Maria Jose Lasherasen eskutik. Hain zuzen ere, Hizpide aldizkarian argitaratu zituen artikuluak elkartu dira orrialde hauetan.

 The advent of networked digital technologies, in enabling language learners to collaborate and create content online, has given rise to new ways in which learners are able to express their autonomy. Learner Autonomy and Web 2.0explores tensions between the “classical” definitions of learner autonomy and the learning dynamics observed in specific online contexts. Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of “old wine in new bottles”. In this volume, autonomy is seen as emerging and developing in a complex relationship with L2 proficiency and other competencies. The volume takes an expansive view of what is meant by Web 2.0 and, as a result, a wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and – almost inevitably – MOOCs. Paradoxically, autonomy is seen to flourish in some quite restricted contexts, while in less constrained environments learners experience difficulty in dealing with a requirement to self-regulate.

 Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession.
Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences.
This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.

 Loin d’être une utopie, le plurilinguisme en entreprise est une réalité complexe, qui fournit des ressources mesurables. Les études réunies dans ce volume montrent que les locuteurs cherchent spontanément plusieurs solutions, différentes du tout anglais, afin de communiquer de manière efficace. Comme les besoins linguistiques changent selon la typologie de l’entreprise, les auteurs proposent diverses solutions pour mieux investir dans les langues. Un dernier volet présente des témoignages d’entreprises ayant misé sur le plurilinguisme comme ressource stratégique.
Far from being a utopia, plurilingualism in business companies is a complex reality and provides measurable resources. The contributions in this volume show that language users spontaneously look for solutions other than English only to communicate effectively in the workplace. Since different types of company have different language needs, the authors suggest diverse language strategies and implementations. One section is devoted to best practices: companies present their experience in addressing language issues in the workplace.

 El estudio analiza el régimen jurídico de las lenguas oficiales contenido en la Ley de Instituciones Locales de Euskadi. La norma ha introducido novedades importantes en cuanto al régimen de uso de las lenguas por parte de los municipios y demás entidades locales. Este trabajo analiza la adecuación del nuevo régimen lingüístico al marco constitucional de doble oficialidad lingüística.

Asimismo, se proponen ciertas líneas de avance para desarrollar la previsión relativa a la evaluación del impacto lingüístico de planes y proyectos incluida en la nueva Ley.

 Lan honetan Mondragon Unibertsitateko Humanitate eta Hezkuntza Zientzien fakultatean 1. mailako ikasleen hizkuntza ohiturak, jarrerak eta euskararen gaineko diskurtsoak aztertu dira, erabileran duten eragina ezagutzeko. HUEZIn graduko ikasketek eleaniztasun gehigarria dute oinarri hizkuntzen ikuspegitik, eta euskara da hizkuntza nagusia Curriculumaren %80). ikasleek ezagutza maila ona badute ere, erabilera murritza egiten duten susmotik abiatu da ikerketa hau. ikerketa bideratzeko, metodologia kuantitatiboa eta kualitatiboa uztartu dira. kale-neurketa, galdetegi soziodemografikoa eta eztabaida saioa erabili dira ikerketa tresnatzat lehen mailako ikasleen ohituretan sakontzeko. ikasleen identitatea zein den azaleratu nahi izan da eta euskararen inguruan dituzten diskurtsoetatik abiatuta, ezagutzaren eta erabileraren arteko desorekan eragina duten faktoreak identifikatzen saiatu gara

 Artikulu hau HIZNET hizkuntza plangintza graduondorako egindako egitasmo batean oinarrituta dago, olatz altunaren gidaritzapean burutua. eta euskararen indarberritzearen erronka nagusia erabilera bilakatu den honetan, horren gaineko ezagutzari ekarpen bat egiteko ahalegin bat da; ahalegin xumea, bere mugez eta hutsuneez jakitun, baina, aldi berean, orain arteko ikerketen hainbat muga gainditu eta hutsuneak betetzeko grina duena. horregatik, lan honek, nahiz eta gune geografiko jakin batean -hondarribian- kokatu, edonorako baliagarria izatea du helburu: ikerlan honen balioa ez dago ematen dituen emaitza edo datuetan, bere benetako balioa hizkuntzen erabilera neurtzeko eskaintzen duen ikuspegi berrian datza.

 Ikastoletako guraso erdaldunak eta euskararen jarraipena Lapurdiko kostaldean / Urko Ikardo Enparan

Euskararen ofizialtasuna Euskal Autonomia Erkidegoko administrazio orokorrean / Jon Ander Kuartango Atxa

Euskarazko hedabideen kontsumoa Tolosaldean / Garikoitz Goikoetxea Etxeberria

 Mixed methods research (MMR), where quantitative and qualitative methods are combined in the collecting and analysing of research data, is gaining increasing prominence and utility across a range of academic disciplines including applied linguistics and language teaching and learning.
This volume is the first to examine MMR in language teaching and learning and how such a methodology works in practice. The book brings together all the main topics related to MMR in one place and attempts to elaborate on and discuss them in plain language to help researchers better understand and use the methodology. In addition to detailed discussion of the theoretical (for example, the worldviews underlying MMR) and practical (purposes, designs, data collection and analysis), the book presents a framework for analyzing MMR (FRAMMR) studies.
In the third section of the book where FRAMMR is presented, eight published MMR articles addressing different topics in language teaching and learning are analysed and eight more are suggested to be analysed by the readers using FRAMMR. Another salient feature of the book is Chapter 7 in which writing MMR proposals is discussed. The chapter should be of particular interest to postgraduate and doctoral students as well as early career researchers who will be preparing thesis and/or research proposals.

As discussed in the introduction to this volume, the new speaker paradigm has developed primarily from minority language revitalisation contexts, and new speakers therefore are often conceptualised as 'regained' speakers of minority languages. New speakers, however, are not only speakers of their 'new' language, bur continue to use their first language alongside the new language, and, in most cases, live in sociolinguistic settings where two or more languages are present in their daily lives. Several languages may in fact be used in the same interaction-a phenomenon typically referred to as 'code-switching'(hereafter referred to as 'CS')-as part of the multilingual individual's day-to-day linguistic practices. Thus, the expanding field of new speaker studies can benefit from code-switching studies, as conceptualising new speakers as bi- or multilinguals is perhaps a more accurate description of these speakers' polyglossic practices. Similarly, code-switching research could benefit from positioning new speakers not as perpetual learners or deviant bilinguals, but as multilingual speakers in their own right.