La découverte au cours des années 2005 et 2006 sur le site archéologique d’Iruña-Veleia, dans la région de Vitoria, province basque d’Alava, d’inscriptions rédigées, les unes manifestement en latin populaire et tardif1 , et les autres assurément en basque, ou plus exactement en «proto-basque», des inscriptions datant selon toute vraisemblance du IIIe siècle de notre ère, voire d’une période allant du IIe au IVe siècle, a déclenché en Espagne une polémique des plus curieuses. Les commentaires figurant dans le présent article concerneront principalement la langue basque mais également, dans une moindre mesure, le latin, la langue latine ayant marqué, comme on le sait, profondément et durablement la langue basque depuis les époques les plus reculées2 . Précisons enfin qu’à l’heure actuelle (février 2011), nous ne savons toujours pas de manière définitive si ces inscriptions constituent ou non une falsification. Dans l’attente des analyses plus poussées qui sont, semble-t-il, actuellement programmées, la seule certitude dans cette affaire est qu’il n’existe, du point de linguistique et contrairement aux affirmations de certains auteurs, aucun élément, et cela, répétons-le, si en s’en tient uniquement aux connaissances de l’histoire connue, entre autres, de la langue basque qui est à ce jour celle des bascologues, laissant à penser à une tentative de falsification, fût-elle grossière ou sophistiquée.

 • Consider language and sexuality in numerous locations around the world and in a variety of languages other than English
• Features a mix of both more junior and more established scholars located around the world
• Brings together very different approaches to the study of language and sexuality, including experimental research, (critical) discourse analysis and (third-wave) variation research
• Examines sexuality across a variety of language levels, combining research on phonology, morphosyntax, the lexicon and discourse
• Promotes a focus on intersectionality theory in sociolinguistics

 When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning.

This volume offers an in-depth description and discussion of research design for a large-scale investigation of bilingual development. It introduces and justifies a range of theoretical and methodological innovations, discusses some of the problems that come with these and proposes practical solutions. The present volume introduces a research design intended to capture a wide range of linguistic data, elicited by means of behavioral tasks, neuroimageing data and free speech from both second language learners and first language attriters of two languages (Dutch and German) representing a wide range of language combinations and ages of onset. Gathering and analyzing such a range of data comes with a multiplicity of problems, many of them linked to the fact that similar tests have to be designed across a range of languages and measurements will have to occur in various locations. The current volume presents a research design appropriate to these questions, discussing the methodological challenges of such a study. It offers advice on how to construct experimental materials which are parallel across different languages set up a protocol for additional measures which can be applied across a wide range of participants combine data from different labs when using different ERP equipment and different eyetrackers. 

 This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners.

 • Offers a rare English-language account of the issues around language and national identity behind the current controversial Catalan independence movement
• Includes longitudinal research perspective across the entire period of political autonomy
• Fully develops the framework for analyzing ideologies of linguistic authenticity and anonoymity that has already influenced a number of sociolinguistic studies of minoritized languages

 Focuses on how ethnicity has been semiotically constructed, valued, and reproduced in Indonesia since Dutch colonial times, and how this category is drawn upon in everyday talk 
Draws upon a broad range of scholarship on Indonesia, recordings of Indonesian television from the mid-1990s onwards, and recordings of the talk of Indonesian students living in Japan

 A brief and accessible introduction to the concepts and techniques used in applied linguistics research, which will be illustrated using real-life examples. The book covers both qualitative and quantitative research design, sampling procedures, instrumentation and analyses found in applied linguistics research.

 This volume revisits the issue of language contact and conflict in the Low Countries across space and time. The contributions deal with important sites of Germanic-Romance contact along the different language borders, covering languages such as French, Dutch, German, and Luxembourgish. This first monograph in English on the topic broadens our understanding of current-day issues by integrating a historical perspective, showing how language contact and conflict operated from the Middle Ages and the Early Modern Period, the 18th and 19th centuries, and into the 20th and 21st centuries.