Ce manuel présente la variété du français nord-américain la plus importante, le français québécois. En utilisant une approche variationniste, cette variété est exposée dans toute sa dynamique sociolinguistique et en tant que variété nationale autonome. Le livre tient compte des évolutions (socio)linguistiques plus récentes et des dernières mesures en aménagement linguistique. De plus, il comporte de nombreux exemples linguistiques actuels et authentiques.
Du contenu:
• le français québécois, variété autonome ayant à la fois une variété de français officielle et une variété familière et ses propres représentations de normes,
• les traits typiques de ces deux variétés (phonétique, lexique et morphosyntaxe),
• l’histoire de leur formation,
• l’aménagement linguistique (1970 à nos jours).
Ces objectifs de connaissances s’accompagnent d’un objectif touchant les attitudes du lecteur, à savoir celui de l’amener à relativiser la notion de norme linguistique, à pouvoir la situer du français partout où il se parle et à identifier des attitudes négatives liées à la langue. À la fin de chaque chapitre se trouvent des questions de récapitulation ainsi que des exercices d’analyse de langue parlée afin d’assurer aux étudiants une certaine autonomie dans leur apprentissage de la matière.

Una travesía para descubrir por qué la lengua española es como es. De una manera muy amena, Juan Romeu lo explica atendiendo a cuatro “circunstancias”:

• la temporal (fósiles que han sobrevivido, extranjerismos naturalizados, palabras que desaparecieron)
• la espacial (diferencias geográficas en el ámbito del español actual, joyas lingüísticas del reguetón [ya tú sabes, pasarla bien, papichulo])
• la social (la belleza de los registros populares, las jergas, las creaciones festivas, los homónimos parasitarios [tenerlo clarinete, ser un paganini]; la magia del vocabulario culto y la precisión léxica)
• la textual (escribir como se habla y hablar como se escribe, estrategias para escribir bien en medios escritos muy orales como Twitter y Whatsapp)

Otra manera de aprender Lengua, con respuestas a preguntas como estas: ¿Qué palabras parecen olvidadas, pero aún quedan como restos? ¿Cuáles hemos olvidado? ¿Cómo influyen otras lenguas en el español? ¿Cómo es el español alrededor del mundo? ¿Qué diferencias hay entre el español que hablamos cuando estamos en confianza y el español formal? ¿Qué relación existe entre el español hablado y el escrito? ¿Es verdad que hay palabras que se pueden pronunciar, pero no escribir? ¿Se pueden establecer reglas ortográficas para WhatsApp o Twitter?...
 

 The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.
• Written by international renowned scholars
• Comprehensive coverage of L2 theory, research, and applications
• Critical exploration of future developments and disciplinary interfaces

 Second language assessment is ubiquitous. It has found its way from education into questions about access to professions and migration. This volume focuses on the main debates and research advances in second language assessment in the last fifty years or so, showing the influence of linguistics, politics, philosophy, psychology, sociology, and psychometrics. There are four parts which, when taken together, address the principles and practices of second language assessment while considering its impact on society. Read separately, each part addresses a different aspect of the field.
Part I deals with the conceptual foundations of second language assessment with chapters on the purposes of assessment, and standards and frameworks, as well as matters of scoring, quality assurance, and test validation.
Part II addresses the theory and practice of assessing different second language skills including aspects like intercultural competence and fluency.
Part III examines the challenges and opportunities of second language assessment in a range of contexts. In addition to chapters on second language assessment on a national scale, there are chapters on learning-oriented assessment, as well as the uses of second language assessment in the workplace and for migration.
Part IV examines a selection of important issues in the field that deserve attention. These include the alignment of language examinations to external frameworks, the increasing use of technology to both deliver and score second language tests, the responsibilities associated with assessing test takers with special needs, the concept of 'voice' in second language assessment, and assessment literacy for teachers and other test and score users.

 Euskalkien deskribapen orokorra eta sailkapen berri bat proposatu ondoren, eta hainbat lekutako hizkera bereziak ikertu eta gero, euskalki nagusien azterketa xeheari ekin dio orain Koldo Zuazok, Mendebaleko euskaratik hasita. Mendebalekoa euskalkirik handiena izan da, eremu zabala hartzen duena eta, gainerako euskalkien artean, nortasun indartsu eta bereziduna. Bizkaiera deitu izan zaio, Bizkai osoa hartzen duelako, baina, egileak frogatzen duen legez, Gasteiz aldean izango luke jatorria, duela 1000 urte inguru, eta bere eragin esparrua Gipuzkoako Goierri, Urola eta Nafarroako Burundara ere iristen da. Liburuaren lehen parteak, mendebaleko euskalkiaren bereizgarriak emateaz gain, barnean hartzen dituen azpieuskalkiak eta hizkerak ere zehazten ditu, baita horietako bakoitzaren ezaugarriak xehetasunez aletu ere. Bigarrenean, berriz, hiztegi zabal bat dator, 678 sarreraz eta 54 azpisarreraz osatua; gainera, berba bakoitzaren hedadura eta mugak ahalik eta zorrotzen zehaztu dira, zein herri eta eskualdetan erabiltzen den adieraziz. Bestalde, liburuaren osagai ezinbestekoa dira bertna ageri diren ia 100 mapak, beste horrenbeste hizkuntz ezaugarri edo hitzen hedaduraren berri ematen digutenak modu guztik grafikoan.

 This chapter presents an overview and a discussion of elicitation data obtained in several studies on the production of relative clauses by bilingual speakers, in order to understand the conflicting results observed in Basque, a language in longstanding, continuous contact with Spanish in the Peninsular area of the Basque Country.

 The assertion of language rights recognized on behalf of speakers of a non-dominant language requires a sustained long-term language planning. This chapter will analyze the impact, on the revitalization of the Basque language, of language policies implemented in the Basque Country after the proclamation of the Spanish constitution (1978) and the transformation of Spains authoritarian unitary regime into a decentralized democratic state. It will focus on two key areas of language revitalization, education and public administration. The Basque experience shows the effectiveness of selective intensive policies that focus on those segments of population most engaged and supportive of social change.
Keywords
Basque language Language rights Language policy Decentralization Language revitalization

 Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction¿an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more.
Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners

 In an era of globalization, issues of language diversity have economic and political implications. Transnational labor mobility, trade, social inclusion of migrants, democracy in multilingual countries, and companies’ international competitiveness all have a linguistic dimension; yet economists in general do not include language as a variable in their research. This volume demonstrates that the application of rigorous economic theories and research methods to issues of language policy yields valuable insights.

The contributors offer both theoretical and empirical analyses of such topics as the impact of language diversity on economic outcomes, the distributive effects of policy regarding official languages, the individual welfare consequences of bilingualism, and the link between language and national identity. Their research is based on data from countries including Canada, India, Kazakhstan, and Indonesia and from the regions of Central America, Europe, and Sub-Saharan Africa. Theoretical models are explained intuitively for the nonspecialist. The relationships among linguistic variables, inequality, and the economy are approached from different perspectives, including economics, sociolinguistics, and political science. For this reason, the book offers a substantive contribution to interdisciplinary work on languages in society and language policy, proposing a common framework for a shared research area.