Artikulu honen muina euskal kultura definitzearen eta definizioak euskal kulturatik burutzearen arteko aldea da. Edo, bestela esanda, kritika objektu izatearen eta subjektu kritiko izatearen artekoa. Ildoan, hiru ideiaren jorratzen dira. Hasteko, euskal gizartea eta euskal herria (sic) ez direla gauza bera, eta komeni dela bereizketa hori egitea
hizkuntzen normalizazioari begira eskubide eta betebeharrak banatzeko. Bigarrenik, identitateak hizkuntza transzenditzen duen ustearen aurka, identitatea eta hizkuntza, biak elkar konfiguratuz ulertu behar direla. Hirugarrenik, berriz, euskal kultura ez dela cultura vasca/ culture basque-ren parte defendatuko dugu, hain zuzen, euskaraz hitz egi-
tea espainolez edota frantsesez hitz egitearen parte ez den bezala.

Historian zehar Debak izan duen bilakaera soziolinguistikoa aztertu dute Iñigo Ramirez de Okariz eta Nekane Goikoetxeak eta haien ikerketaren emaitzak kaleratu dituzte

• Sarrera (Lorea, U.; Romero, A.; Etxebarria, A.; Iglesias, A.)
• Actions, gestures and words: multimodality in the early stages of language development (Murillo Sanz, E.)
• Metodología experimental y tratamiento estadístico. Aplicación al estudio de la prosodia del catalán (Borràs-Comes, J.)
• Informatzaileen sailkapenerako arazo metodologiko batzuen gainean (Gaminde, I.; Eguskiza, N., Romero, A.; Etxebarria, A.)
• Ahots seduzitzaileen ezaugarriak generoaren ikuspegitik (Etxebarria, A.; Eguskiza, N.; Gaminde, I.; Romero, A.)
• The Acoustic Realization of /s?/ and /ts?/ by L1 and L2 Basque Speakers (Beristain, A.)
• Igorreko azentuaren korrelatu akustikoez (Iglesias, A.; Eguskiza, N.; Gaminde, I.; Unamuno, A.)
• Compress-EUS: i(ra)kasleen laburpenak lortzeko tresna (Atutxa, U.; Iruskieta, M.; Ansa, O.; Molina, A.)
• Zubererazko Dardarkarien azterketa sozio-fonetikoa (Etchebest, X.)
• Larrabetzuko euskaldun berrien seme-alaba euskaldun zaharren ezaugarri prosodikoez (Eguskiza, N.; Gaminde, I.; Olalde, A.; Etxebarria, A.; Gaminde, U.)
• Prozedura metodologikoren konparaketa haur elebidunen hasierako garapen lexikoaren informazioaren lorpenerako (De Pablo, I.; Romero, A.; Etxebarria, A.; Gaminde, I.)
• Euskalkien sailkapen zientifikoa: Lexikoa (Aurrekoetxea, G.; Ormaetxea, J.L.; Videgain, X.)
• Eranskinak (kartela eta argazkiak)

Euskal Autonomi Estatutuaren ondotik (1979) bideratzen den hezkuntza elebidunak ez ote du bere gaina joa? Orduan ezarritako hezkuntza-politika indarrean egonda, nola bidera daiteke arrakastaz egun aldarrikatzen den eredu eleaniztuna, euskal lurralde osoan ikasleriaren zein ikaslearen erdiak baino gehiagok erdal elebakarra izanez segitzen duela jakinda? Esaten bada eleaniztasunaren helburua dela ikasleak euskara, frantsesa edo gaztelania eta atzerriko hizkuntza bat erabiltzeko gaitasuna izatea, nola lortzen da hori egungo hezkuntza-politikaren esparru juridikoaren barruan?

Historiak erakutsi digu Estatu-Nazioek beren nazio politikoa hezkuntza-sisterna nazionala zentralizatuz eta homogeneizatuz eraiki zutela. Horrela lortu zuten Frantziak eta Espainiak Euskal Herri eus- kalduna errotik asimilatu eta deseuskalduntzea. Honetaz jabetzeko egile beraren Hizkuntza-asimilazioa eta hezkuntza-sistema Euskal Herria liburua (2016) irakurtzea gomendatzen da.

Hemen jadanik ahitutzat jotzen den eredu autonomikoari aurre egin eta hari gain hartzeko, egileak euskal hezkuntza-sisterna nazionala eraikiz joateko proposamena zabaltzen du, zeinetan, lurralde deseuskaldundua euskaldunduz joateko, lehentasuna euskarazko irakaskuntza ziurtatzean ezartzen baita.

Hori litzateke gehiengo erdaldun elebakarrak eleaniztun bihurtzeko biderik ziurrena.

This article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental and control groups in CLIL classrooms, where a number of subjects are taught through the L3: English. Findings indicate that reading awareness and strategy use were enhanced following the training. While both the control and the experimental group improved over time, the experimental group showed statistically significant gains in reading comprehension, outperforming the control group. Furthermore, this difference was maintained over a two-year period, with the experimental group showing a marked improvement in reading competence. This study has implications for the fields of learning strategies and instructional strategies with respect to children learning a foreign language in CLIL contexts.

KEYWORDS: CLIL, reading awareness, reading strategies, training instruction, young learners

 In minority language revitalisation contexts, the determination of proficiency in the minoritised language is a sensitive social issue that affects citizens regardless of their linguistic background. From a psychometric perspective, since the target population is heterogeneous, competence assessment instruments must ensure score validity for each linguistic subgroup. Focused on the Basque Autonomous Community (Spain), in this paper, we introduce the Basque Competence Assessment examination (known by its acronym EGA) and assess the factorial invariance of the writing section using a structural equation modelling approach. Data were collected from 2554 candidates classified into three groups according to mother tongue: Spanish, Basque, and Basque/Spanish. The results show the near invariance of the writing section of the EGA and that the highest performance was found in the Basque mother-tongue examinees. Results also reinforce the importance of validation analysis in language diversity contexts to guarantee fairness in test-based decisions.

KEYWORDS: Minoritised language revitalisation, linguistic communicative competence, EGA

 Basque language subsists in a transfrontier situation. Indeed, this minority or regional language lives between France and Spain. Under en European Legal Framework, the European Charter for Regional or Minority Languages provides tools to protect this minority language. Facing different legal regimes of protection and different legal structures Euskara (Basque language) receives support from education. Through the realisation of ethnography of the Basque schooling system (Ikastolen Elkartea) I am going to analyse the transfrontier cooperation established under Art.14 of the Charter using the example of education in Basque.

 Se a ecolinguística é definida como o estudo das relações da língua com sua ecologia, ainda fica o desafio de articular bem o que é ecologia de uma língua e se seus diferentes componentes se relacionam diretamente com ela. O triângulo interativo que Couto propõe, ou seja, língua, território e população, é, definitivamente, um convite a uma reflexão mais acurada e empiricamente fundamentada, lembrando-nos que, entre outras coisas, tanto população quanto território são internamente estruturados. Nesta nova e importante contribuição à literatura ecolinguística, Hildo do Couto nos fornece um arcabouço para examinar a prática e a evolução linguística no Brasil de uma perspectiva nova e enriquecedora. Ele nos leva a refletir sobre como vários fatores ecológicos moldaram o português, pelo intermédio da população, bem como deram lugar a estruturas e vitalidades diferenciadas nas outras línguas do Brasil.

In minority language revitalisation contexts, the determination of proficiency in the minoritised language is a sensitive social issue that affects citizens regardless of their linguistic background. From a psychometric perspective, since the target population is heterogeneous, competence assessment instruments must ensure score validity for each linguistic subgroup. Focused on the Basque Autonomous Community (Spain), in this paper, we introduce the Basque Competence Assessment examination (known by its acronym EGA) and assess the factorial invariance of the writing section using a structural equation modelling approach. Data were collected from 2554 candidates classified into three groups according to mother tongue: Spanish, Basque, and Basque/Spanish. The results show the near invariance of the writing section of the EGA and that the highest performance was found in the Basque mother-tongue examinees. Results also reinforce the importance of validation analysis in language diversity contexts to guarantee fairness in test-based decisions.

KEYWORDS: Minoritised language revitalisation, linguistic communicative competence, EGA

 Irakaskuntzarako bideoak : zergatiak, irizpideak eta gidalerroak [Baliabide elektronikoa] / Amaia Arroyo Sagasta