El objetivo de este artículo es analizar la tipología de alternancia lingüística o code-switching en el lenguaje coloquial oral de los jóvenes vascoparlantes bilingües de Navarra. Los datos utilizados parten de un corpus oral procedente de jóvenes en conversación coloquial. Una de las consecuencias del bilingüismo entre estos jóvenes vascoparlantes es la alternancia de lenguas euskara-castellano. Los resultados nos muestran alternancias de tipo intraoracional, interoracional y CS « emblemático » o extraoracional. El segundo objetivo trata de definir qué finalidades pragmáticas tiene el CS, dado que estos bilingües producen alternancias dentro de las estructuras oracionales y en gran variedad de contextos y con diferentes objetivos. 

 Las decisiones sobre la enseñanza de lenguas maternas, segundas o extranjeras en el sistema educativo dependen de posiciones glotopolíticas explícitas o inferibles no sólo de las prácticas áulicas, sino también de textos didácticos, evaluaciones, instrumentos lingüísticos que se destinan al uso escolar, antologías, resoluciones ministeriales, producciones de los alumnos o revistas de orientación docente. Las opciones que se privilegian en diferentes momentos y épocas e, incluso, en distintas instituciones corresponden tanto a las lenguas como a las variedades, los registros o las discursividades y ponen en juego estrategias pedagógicas que parten de las representaciones dominantes acerca de los objetos lingüísticos, el sujeto escolarizado, los requerimientos sociales y los avances en las ciencias del lenguaje. Asimismo, los fenómenos coyunturales y los procesos sociales de media o larga duración determinan situaciones que la enseñanza de lenguas debe atender. Así, en la etapa de formación y consolidación de los Estados nacionales era necesario, fundamentalmente, construir una lengua común que se consideraba uno de los pilares o requisitos de la nación. En la etapa actual de globalización se acentúa, por un lado, la diversidad de lenguas que acompaña el debilitamiento de los antiguos Estados, se multiplican los contactos lingüísticos y se requiere la enseñanza de las lenguas de los otros miembros de las integraciones regionales y, por el otro, se consolidan áreas idiomáticas encabezadas por los países que tienen mayor poder económico.
Para tratar estos temas, este libro aborda sucesivamente la integración de los países latinoamericanos y la visibilización de su realidad plurilingüe y multicultural, los fenómenos de frontera y contacto lingüístico, la traducción de la política con respecto a la enseñanza de lenguas en la legislación político-lingüística regional, nacional y provincial, y las discusiones históricas y actuales con relación a la norma del español.

 Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination and disadvantage, the concluding chapter asks what the content of linguistic justice might be.

 This book examines medium-sized linguistic communities in urban contexts against the backdrop of the language policies which have been implemented in these respective areas. The authors provide new data and reflections on these linguistic communities which have languages somewhere in between the majority and minority, and re-evaluate the opposition between 'majority' and 'minority'. The book focuses on seven European cities, providing detailed information on their current situation and on the corresponding evolution of their linguistic repertoire. The book aims to improve our understanding of how and why languages live and decay, and of how intercultural cities, where communities show interest in each other's culture and language, can be better developed and encouraged.

This article analyses aspects of the impact of internationalisation in higher education in multilingual contexts where both a state language and a minority language are present and where English is gradually being introduced. The analysis focuses primarily on the consequences for the professional identities of academics who work in a minority language. The basic hypothesis is that the processes of global change influencing higher education go hand in hand with a transformation of the roles of academics and their professional identities. This implies that new demands on professors, lecturers and researchers tacitly lead to the incorporation of new language requirements and to a new identity. The field work was carried out in the University of the Basque Country (Universidad del País Vasco/Euskal Herriko Unibertsitatea) and involved indepth interviews to obtain the perceptions and representations of Basque-speaking professors, lecturers and researchers about their academic identities and the metamorphoses that such identities have undergone in relation to language. This exploratory study has helped identify some of the main trends in professional roles and identities through a generational change; in particular, the emergence of strong strategic orientations in the design of academic careers. These processes of global change act as hidden forces regulating the academics’ language choices.

 Do women talk more than men? Does text messaging make you stupid? Can chimpanzees really talk to us? This fascinating textbook addresses a wide range of language myths, focusing on important big-picture issues such as the rule-governed nature of language or the influence of social factors on how we speak. Case studies and analysis of relevant experiments teach readers the skills to become informed consumers of social science research, while suggested open-ended exercises invite students to reflect further on what they've learned. With coverage of a broad range of topics (cognitive, social, historical), this textbook is ideal for non-technical survey courses in linguistics. Important points are illustrated with specific, memorable examples: invariant 'be' shows the rule-governed nature of African-American English; vulgar female speech in Papua New Guinea shows how beliefs about language and gender are culture-specific. Engaging and accessibly written, Kaplan's lively discussion challenges what we think we know about language.

Contains detailed annotated references to literature in the field Engages readers by focusing on linguistic issues of broad popular interest Provides specific examples of facts and phenomena that refute popular myths

Geographical linguistics (or dialectology) and Sociolinguistics has a long tradition: languages and varieties have been analyzed in the last centuries. However, recent decades have seen a rapid increase in insights into linguistic structure as well as in geographic technology, and those two have not always been completely matched to each other, so that one might feel that current linguistic maps leave things to be desired for on both ends. Many questions arise. For instance, how can regions be identified from mapped data? What are good methods to map linguistic properties? Is it possible to map grammatical (sub)systems instead of individual grammatical features and if so how? How can geographic information systems (GIS) best be applied to linguistic data? What can linguistic mapping learn from mapping techniques used in other fields of science? How can we deal with data noise and data sparsity? This workshop aims to bring together researchers with a background in linguistics variation and researchers with a background in teaching variation in school.

 Traditional dialects have been encroached upon by the increasing mobility of their speakers and by the onslaught of national languages in education and mass media.
Typically, older dialects are “leveling” to become more like national languages. This is regrettable when the last articulate traces of a culture are lost, but it also promotes a complex dynamics of interaction as speakers shift from dialect to standard and to intermediate compromises between the two in their forms of speech. Varieties of speech thus live on in modern communities, where they still function to mark provenance, but increasingly cultural and social provenance as opposed to pure geography. They arise at times from the need to function throughout the different groups in society, but they also may have roots in immigrants’ speech, and just as certainly from the ineluctable dynamics of groups wishing to express their identity to themselves and to the world.
The future of dialects is a selection of the papers presented at Methods in Dialectology XV, held in Groningen, the Netherlands, 11-15 August 2014. While the focus is on methodology, the volume also includes specialized studies on varieties of Catalan, Breton, Croatian, (Belgian) Dutch, English (in the US, the UK and in Japan), German (including Swiss German), Italian (including Tyrolean Italian), Japanese, and Spanish as well as on heritage languages in Canada.

En los últimos 40 años el número de vascohablantes ha crecido mucho debido en gran parte al aumento de los nuevos hablantes o, utilizando la terminología en euskera, euskaldunberris, definidos aquí como todas aquellas personas que han aprendido esta lengua por un medio diferente a la transmisión familiar. Aunque el grupo de los nuevos hablantes de euskera es estratégico para el desarrollo futuro de la lengua, hasta esta investigación no ha habido ningún estudio en profundidad sobre ellos.
Este artículo presenta algunos de los resultados relacionados con la identidad lingüística de los nuevos hablantes. Se exploran las autoadscripciones a las tres principales categorías que las vehiculan –euskaldun zaharra (hablante nativo), euskaldunberri (nuevo hablante) y euskaldun (hablante de euskera)– y se argumenta que estas categorías indexan identidades que se sitúan en un continuum de autenticidad que, a su vez, se correlaciona con la autopercepción de los hablantes como legítimos hablantes de euskera.

Aldahitz ikerketaren aztergai nagusia hizkuntza ohituren aldaketa prozesuak dira. Zehazki, finkatutako harremanetan, eguneroko edo ohiko hizkuntzan gaztelaniatik euskarara gertatzen diren aldaketa prozesuak ditu aztergai nagusi ikerketa lerro honek.

Ikerketa honen baitako azken proiektua hau da: Aldahitz ikerketa 2014. Eusle metodologia eta hizkuntza ohituren aldaketa lan munduan. Hizkuntza ohituren aldaketaren fenomenoari buruzko azalpen teorikoak jasotzen ditu lanak, hala nola 2013 eta 2014an Eusle metodologian oinarriturik lan munduko erakundeetan (administrazio publikoan zein enpresa pribatuetan) eginiko esperientzien emaitzak eta ondorioak.