12/09/2022 | 9Strengthening ties to L2 : improving secondary students’ attitudes through dialogic literary gatherings
Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.
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Artikulu honetan Gasteizen Euskara Sustatzeko Ekintza Planaren testuinguruan aniztasuna lantzeko jorratu diren ekintzen berri eman nahi izan dugu eta, bereziki, Udaleko Bizikidetza eta Aniztasun Zerbitzuarekin batera, eta Topagunearekin lankidetzan, antolatu dugun AnHitzak topaketaren berri. Ekintza horrek, bere sinpletasunean, aniztasunaren inguruan defendatzen dugun ikuspegia ondo bildu duela uste dugu.
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Jardunaldi hauetako gaia oso garrantzitsua da, zeharka euskararen egoera erakusten digulako eta euskaratzearen agenteak eta erantzukizun publikoaren eginbeharrak eta mugak arakatzen direlako. Immigrazioaz ari gara, baina bide batez gizarte osoak euskararekin duen harremanaren inguruko hausnarketa da.
- 12/09/2022 | 8The present research examines the effects of a number of factors on crosslinguistic influence (CLI) in Basque-Spanish bilinguals’ third language (L3) writing. The main focus is on the levels of adapted and non-adapted loan words as illustrative of CLI. A quantitative analysis explores the impact of typology and proficiency in the target and the source-languages. Language proficiency was evaluated in 399 compositions, 133 written in each language (Basque, Spanish and English). The adapted and non-adapted loan words found in English compositions were classified according to their source-language, word category, word class and type/token categories. The results pointed at language typology as the main predictor of the source-language of CLI. Additionally, a linear association was detected between the learners’ degree of proficiency in the target language and the frequency of the CLI instances or adapted and non-adapted loan words. The overall results show that bilingual students use their entire linguistic repertoire to write in their third language (English).
- 12/09/2022 | 30The integration of content and language in CLIL : a challenge for content-driven and language-driven teachersAlthough the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students’ English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content.
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Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
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A partir de su dilatada carrera académica, investigadora y profesional en varios países europeos y norteamericanos, Manel Lacorte y Agustín Reyes-Torres se apoyan en consolidados paradigmas teóricos y prácticos sobre la adquisición y la enseñanza de lenguas para proponer una didáctica del español 2/L que incluye con éxito distintos tipos de conocimiento pedagógico, lingüístico, cultural y social. Este libro tiene como referencia básica la reflexión del docente de 2/L a nivel individual y colectivo acerca de(1) el uso de recursos, procesos y estrategias apropiados para el aprendizaje de 2/L en distintos contextos socioculturales; (2) las nociones contemporáneas sobre las multiliteracidades y la multimodalidad integradas en la enseñanza de lenguas, literaturas y culturas, y (3) las perspectivas y los intereses de los participantes en la instrucción de 2/L –es decir, alumnos y docentes en formación o en activo–. El libro otorga especial atención a las circunstancias, necesidades e intereses individuales del instructor de español 2/L en estos tiempos definidos por una marcada movilidad laboral y constantes innovaciones tecnológicas en todos los ámbitos sociales y profesionales.
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An increasingly important field of research within multilingualism and sociolinguistics, Family Language Policy (FLP) investigates the explicit and overt planning of language use within the home and among family members. However the diverse range of different family units and contexts around the globe necessitates a similarly diverse range of research perspectives which are not yet represented within the field.
Tackling this problem head on, this volume expands the scope of families in FLP research. Bringing together contributors and case studies from every continent, this essential reference broadens lines of inquiry by investigating language practices and ideologies in previously under-researched families. Seeking to better reflect contemporary influences on FLP processes, chapters use innovative methodologies, including digital ethnographies and autoethnography, to explore diverse family configurations (adoptive, LGBTQ+, and single parent), modalities (digital communication and signed languages), and speakers and contexts (adult learners, Indigenous contexts, and new speakers).
Bringing to light the dynamic, fluid nature of family and kinship as well as the important role that multilingualism plays in family members' negotiation of power, agency, and identity construction, Diversifying Family Language Policy is a state-of-the-art reference to contemporary theoretical, methodological and ethical advances in the field of family language policy.
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This volume focuses on a range of topics and studies that address the notion of plurilingualism and multilingual identity in computer-mediated language learning (CALL) spaces. Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years. New theoretical assumptions and recent global challenges have urged researchers to problematize the traditional notion of virtual identity in the face of increased virtual connectedness and the hybridization of transcultural and translingual practices. The chapters in this collection contribute to this fast-growing body of interdisciplinary research, featuring conceptual papers and research studies of identity performance and multilingual communication in highly complexified digitally mediated social platforms. The volume seeks to (a) contextualize digital multilingual communication as it pertains to language learning and teaching via a historical and conceptual overview of the multilingual movement in technologically mediated SLA; (b) offer in-depth explorations of multilingual practices and digital affordances that affect language learner identities beyond the classroom context, (c) fill the research void by exploring empirically the critical aspects of multilingual identity deployment in digital contexts where language learners actively participate in translingual and plurilingual practices, and (d) illustrate new ways of evaluating and adapting teaching practices to accommodate multilingual subjects, and reflect the increasingly hyperlingual nature of digital communication.
- 08/09/2022 | 37Liburu honek bide bat aurkezten du, komunitate ezezagun batera daraman bidea. Emearena da bide hori, supergizakiaren garaian herri ukatu eta gutxituei dagokien biziraupen eta askapen bidea, hain zuzen ere. Komunitate ezezagun horretara iristeko, zeharkatu beharreko hiru zirkulu bereizten ditu saiakeragileak: lehenengoa, bizitzaren zirkulua; gogoaren zirkulua, bigarrena; eta komunitatearen zirkulua, hirugarrena. Zirkulu bakoitzean askapen bat burutu beharko da. Bizitzaren zirkuluan, emea askatu beharko da; gogoaren zirkuluan, berriz, irudimena; eta, komunitatearen zirkuluan, azkenik, jaia. Zibilizazio kristauaren botere handienak izango ditugu zeregin zail horretan oztopo, emea, irudimena eta jaia kateatzen dituzten zaindariak: ideologia genetikoa, logozentrismoa eta patriarkalismoa; hau da, historian zehar kristau espirituak -Espiritu Santuak, alegia- sortu duen botere-hirutasunik indartsuena. Saiakera honetan Martinez de la Pera aldarrikatzen duenez, bada Hirutasun Santu horrekiko lehian garaile ateratzerik, emea, irudimena eta jaia askatuz. Izan ere, bat eta bera dira emearen bidea -hots, emakumeen biziraupen eta askapen bidea- eta herri ukatuena. Emearen bidean, bada, herrigintza eta feminismoa uztartzen dira.