This Handbook represents a collective exploration of the emerging field of applied philosophy of language. The volume covers a broad range of areas where philosophy engages with linguistic aspects of our social world, including such hot topics as dehumanizing speech, dogwhistles, taboo language, pornography, appropriation, implicit bias, speech acts, and the ethics of communication. An international line-up of contributors adopt a variety of approaches and methods in their investigation of these linguistic phenomena, drawing on linguistics and the human and social sciences as well as on different philosophical subdisciplines. The aim is to map out fruitful areas of research and to stimulate discussion with thought-provoking essays by leading and emerging philosophers.

This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.

Una herramienta imprescindible para abordar la gramática desde un enfoque innovador y adaptado a la realidad multilingüe.
Basado en las Secuencias Didácticas de Gramática Interlingüística Egramint (SDGE), presenta investigaciones aplicadas en aulas de primaria y secundaria que demuestran cómo fomentar la reflexión y el contraste de lenguas desde la educación básica. Los alumnos aprenden a observar y analizar usos lingüísticos en entornos reales, mientras los docentes encuentran estrategias para personalizar sus intervenciones y guiar aprendizajes conscientes.

Culturally Sustaining Pedagogies introduce the hidden curriculum of marginalized youth into the classroom, ensuring the presence and sustainability of the languages and cultures of these communities. Within this theoretical and pedagogical framework, both translanguaging and Hip-Hop Pedagogies challenge the traditional institutional norms that have historically viewed linguistically and culturally diverse students as deficient. Instead, they promote the utilization of students’ linguistic and cultural capital in the classroom. To this end, we designed and implemented a workshop for a linguistically and culturally diverse public school in Vitoria-Gasteiz in the Basque Autonomous Community. The workshop’s design was based on prior interventions that analyzed students’ multilingual identities through Hip-Hop Pedagogies. Specifically, our aim was to examine whether incorporating home languages by using translanguaging as a teaching approach, along with integrating content of interest to them, would enhance their self-conception. Results reveal that introducing a culturally sustaining approach in the classroom led to increased student engagement, manifested through more active participation in class discussions. The content introduced enabled them, moreover, to reconsider their multilingual identities and focus on topics of personal interest.

The present study aims to explore the effect of an experimental intervention based on academic writing instruction and scientific argumentation on the argumentative multilingual writing of secondary school students. Complexity, accuracy, and fluency (CAF) measures were used to evaluate the texts. A quasi-experimental study with a pre-test/post-test design was carried out with a control group (n = 49) and an experimental group (n = 63) of Basque-Spanish bilingual Year 8 students. The students composed scientific argumentative texts before and after a science unit was taught. Participants in the experimental group received instruction on academic writing and the discourse aspects of argumentation. The corpus of 678 texts was processed using MultiAzterTest and CAF measures were retrieved. Repeated measures ANOVAs were used to compare pre-test and post-test results. The control group exhibited a significant decrease in some fluency, syntactic complexity and accuracy measures, while the experimental group showed a significant improvement in some syntactic complexity and accuracy measures. These results suggest that the experimental intervention might have had a positive impact on written CAF measures. This study emphasises the importance of teaching academic language in multilingual contexts.

Although multilingualism is the norm in the day-to-day lives of most sub-Saharan Africans, multilingualism in settings outside of cities has so far been under-explored. This gap is striking when considering that in many parts of Africa, individual multilingualism was widespread long before the colonial period and centuries before the continent experienced large-scale urbanization. The edited collection African Multilingualisms fills this gap by presenting results from recent and ongoing research based on fieldwork in rural African environments as well as environments characterized by contact between urban and rural communities of speakers. The contributors--mostly Africans themselves, including a number of emerging scholars--present findings that both complement and critique current scholarship on African multilingualism. In addition, new methods and tools are introduced for the study of multilingualism in rural settings, alongside illustrations of the kinds of results that they yield. African Multilingualisms reveals an impressive diversity in the features of local language ideologies, multilingual behaviors, and the relationship between language and identity.

This book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts. The authors introduce and provide a theoretical and research-based rationale for the MADE, presenting in turn each of its seven indicators, situating them within current research and theory in multilingualism and education, and providing specific examples of classroom applications. This book will be of interest to academics, teacher educators, pre-service and practicing teachers, and graduate students interested in teaching and researching multilingual learners.

Lan honetan, akitanieraren lekuko epigrafikoak eta Akitaniako toponimo deantroponimikoak hartzen dira aztergai. Batetik, kasu guztiak zerrendatzen dira, zeinetan akitaniar idazkunetan lekukoturiko antroponimo baten eta inguruko toponimo deantroponimiko baten elkarrekikotasuna proposatu den. Bestetik, bilatzen dira epigrafian agertzen ez diren baina hala euskara historikoaren lexikoan nola Akitaniako toponimo deantroponimikoetako oinarrietan azaltzen diren izenkiak. Eta hiru aurkitu dira: jaun (e— Jaunac), samur Samuran), ezten-txo (e— Estensan). Ikerkuntzan, hauek oharkabean igaro dira, diziplinaren hasieratik akitanialarien arreta nagusia eta abiapuntua epigrafian ezarri delako. Nolanahi ere, haien lekukotasun zuzenik —epigrafikorik— ez izan arren, irizpide estandarizatuek —hala nola mota honetako toponimoen oinarrien kronologiak, Jaunac, Samuran eta Estensan toponimoak akitaniar kutsuko epigrafia oparoko fokuetan agertzeak, eta jaun, samur eta ezten-txo Pl akitaniarren morfologia eta semantikarekin bateragarria izateak— sinesgarri egiten dute proposamen hau, eta hala balitz Orain arte ezagutzen ez genituen hiru Pl berri postula genitzake akitanierarako: *Jaun, *Sam(b)ur, *Estenso.

Exploring the role of multiple forms of contact in determining the history of Spanish

Provides a panoramic view of the evolution of Spanish from an ecological perspective
Includes discussion questions at the end of each chapter to help readers critically engage with the topic
Connects demographic, socioeconomic and cultural evidence with linguistic data to offer a holistic reassessment of the role of contact in the history of Spanish
Incorporates both well-known settings of change and lesser-known situations of contact in minoritised populations

Languages do not exist beyond their speakers, but the history of individual languages has often been told as if they had a life of their own, emerging from other languages, growing and sometimes dying. When applied to Spanish, this story line commonly begins in spoken Latin, with the language taking shape in medieval Spain before spreading beyond Europe in the colonial period.

This book proposes a new take on this narrative. Instead of seeing Spanish as a linguistic entity with linear development, what would its history look like if we think of it as a centuries-long constellation of contact events? A History of Spanish as a Contact Language revisits the evolution of Spanish from the perspective of the ecology of language, centring speakers as the only historical agents of language transmission and change. Taking the speakers’ vantage point opens up exciting possibilities to rethink what Spanish is, how it has changed, and who has played a role in this process.