This textbook discusses the basics of linguistic text analysis from a present-day viewpoint. Its special concern is to underline the commonalities existing between many of the text-linguistic approaches that have been proposed, and to provide a well-defined overview of descriptive aspects. The new edition has been revised, updated and significantly expanded.

Phénicien, araméen, hébreu, grec, latin, étrusque, berbère, arabe, turc, espagnol, italien, français : ces langues du pourtour méditerranéen nous parlent de l’histoire de ce continent liquide. Elles sont d’abord la trace des empires et puissances qui se sont succédé en Méditerranée, mais aussi celle du commerce des hommes, des idées et des denrées, qui ont constitué cet espace en un ensemble homogène.

Ce livre se fondant sur une approche sociolinguistique et géopolitique, prend donc les langues, « linguae nostrae », comme le fil rouge de cette histoire. Car les langues et les mots ont une mémoire. Ils sont le témoin des interactions, des conquêtes, des expéditions, des circulations. Que ce soit dans les emprunts, la sémantique, les alphabets, ou la toponymie, les traces des échanges au sein de cette mare nostrum sont nombreuses.

Du voyage d’Ulysse aux migrations d’aujourd’hui, en passant par les croisades et les échelles du Levant, ces langues ont façonné et habité la Méditerranée, au rythme des événements historiques qui l’ont marquée, et qui en font le laboratoire de l’humanité depuis plus de 3 000 ans.

Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented.

This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing.

Perspectives include

-- laboratory-based and classroom-based research designs
-- implications for teacher training
-- laboratory and classroom research methods
-- conversational interaction
-- task sequencing and Task Based Language Teaching syllabus design 

This report examines the special characteristics of the Swedish education system in Finland and explores reasons for the differences between Swedish speaking and Finnish speaking students’ performance in PISA assessments. The main author, Dr. Satya Brink, is a distinguished international expert in policy relevant research and in translating complex research evidence and policy options for decision makers and the public. Consequently, this report offers a well-informed outside perspective on the merits and challenges of the Finnish comprehensive school with a particular emphasis on the lower performance of the Swedish speaking minority students, thus supplementing earlier national research into school achievement.

The report clearly points out that the equity of education is a key strength of the Finnish school system, but discusses also the differences in social, regional and linguistic contexts between the Finnish speaking and Swedish speaking sectors of basic education in Finland, which partly manifest themselves in the differences in student achievement. It discusses some individual, school and national policy strategies.

The report is closely related to the Finnish Education Evaluation Council reviews on Swedish speaking education in Finland. The report is published by the Finnish Institute for Educational Research in collaboration with the Evaluation Council.

The overall objectives of Language Rich Europe, which is co-funded by the European Commission, are:

¦ to facilitate the exchange of good practice in promoting intercultural dialogue and social inclusion through language teaching and learning
¦ to promote European co-operation in developing language policies and practices across several education sectors and broader society
¦ to raise awareness of the European Union and Council of Europe recommendations for promoting language learning and linguistic diversity across Europe.

The first research stage, captured in this book, offers a platform for the creation of networks and partnerships among language policy makers and practitioners in Europe.
Our ambition is to create a network of 1,200 people drawn from the pre-school community, the formal education sector, universities and colleges, the business world, public services in cities, the media, and immigrant associations. We believe that only if all these groups work together will we achieve truly language rich societies in which we understand the importance of languages for the cohesion and well-being of our communities and societies, and also for our prosperity.  

Liburu honetara batzen dira, besteak beste, aspaldiko errealitateak, euskara bera aintzat hartu eta begitaratzen dutenak gerra aurreko euskalgintza. Izan ere, 1917. urteko giro eragilean, euskarak egundoko bultzada izan zuen Euskal Herrian eta bultzada horien lekukoak dira hainbat ekimen, gerra arte iraun zutenak. Ekimen horiek, nolanahi ere, gizarte zibiletik bertatik etorri ziren eta Euskal Herrian ziren botereek bereganatu zituzten, Foru Aldundien bidez. Izatez, euskararentzako hizkuntza politika egiazkoa formulatu zen eta horren barruan euskara bera, irakaskuntza eta gizartean txertatzeko asmo sendoa.

Testuinguru horretan kokatzen da liburu honen edukia. Hain zuzen ere, 1917. urtean hasita, Bizkaia eta Gipuzkoako Foru Aldundiek egin zituzten ahaleginetan, udalerriekin eta herritarrekin gauzatzen zituzten harremanak, gaztelaniaz ez eze, euskaraz ere ondu eta mamitu zitezen.

Como es bien sabido, entre las disciplinas lingüísticas que atienden al estudio de las variedades internas de una lengua, ocupan un lugar destacado la Sociolingüística y la Dialectología. Aunque centran su atención en diferentes aspectos del lenguaje, ya que, mientras que la Sociolingüística profundiza en las relaciones entre lengua y sociedad, el ámbito de estudio de la Dialectología es la variación lingüística en diferentes regiones geográficas, podemos afirmar que son campos complementarios que ayudan a abordar el estudio de la variación lingüística. Teniendo en cuenta que los tres tipos de variedades siempre aparecen imbricados en la lengua funcional, no sorprende que las fronteras entre los estudios sociolingüísticos y dialectales sean a menudo difusas. El objetivo de esta colección de trabajos es reunir estos dos campos principales de investigación lingüística. El enfoque de este monográfico tiene una doble vertiente: contribuciones como las de Álvarez, Corts, Louredo o Zuloaga y Atutxa estudian el lenguaje desde un punto de vista diacrónico, mientras que otros, como los de Benito al., Diz, Peralta, Simón o Von Essen, lo hacen desde una perspectiva sincrónica.

Artikuluaren helburua da elebitasun goiztiarrak fonema inbentarioaren jabekuntzan eta gauzatzean izan dezakeen eragina aztertzea Euskal Herriko euskara-frantsesdun eta euskara-gaztelaniadun heldu elebidunen artean. Hots arrotzak bereganatzeko estrategia desberdinak erabiltzen ditu hiztun elebidunak, bere ama hizkuntzaren edo lehen hizkuntzaren fonemen arabera, eta jabekuntza adinak berebiziko pisua du jabekuntza prozesuan. Artikuluan gertakari hauek ditugu aztergai, Ipar Euskal Herrian gaur egungo euskara-frantsesdun elebidunekin egindako kasu azterketa zenbaiten bitartez.