Liburu honen sorrera eskutik helduta dator aurten euskal pentsamenduaren inguruan garrantzitsua eta berritzailea izan den beste proiektu batekin, 2012-2013 abian jarri berri den «Euskal Herriko Pentsamendu Kritikoa XX. eta XXI. mendeetan» graduondokoarekin alegia. Graduondoko hori, esku artean dugun gida hau bezala, euskal eremu akademikoan antzematen dugun hutsune bat betetzeko helburuarekin sortu da.
Euskal pentsamenduaren inguruko irizpiderik ezak, sistematizazio- eta transmisio-lanik ez egoteak, pentsamendu eta pentsalari arrotzen lanak bakarrik ikasi eta lantzea dakarkigu. Gureak, bertakoak, ezagutu gabe eta ahanzturan galtzen direlarik. Euskal pentsalaririk inoiz izan ez den irudi okerra zabaltzen da eta pentsamendua beti herri txiki batentzat inportatu beharreko zerbait dela ulertarazi. Baina hori errealitatearen desitxuraketa interesatu bat baino ez da.
Liburu honek, umil eta muga guztiekin bada ere, aipatu hutsune hori neurri apal batean betetzen hasi nahiko luke. Euskal Herriko pentsamenduaren azterketa eta eraikuntzan ezinbestekoa suertatzen da edozeinentzat eskuragarri eta ulergarri izango den idatzizko materiala produzitzea

Cet ouvrage rassemble des articles en français et en anglais sur le thème de la gestion de la diversité linguistique dans les villes africaines multilingues. Ils abordent des questions telles que la transmission intergénérationnelle des langues, l'éducation multilingue et la promotion de la diversité linguistique, la politique linguistique et la gestion des langues en contexte multilingue, le développement et la pratique du multilinguisme, etc.

Euskara ikasteko metodoa da Primeran!. Irakasle batekin euskara ikasten ari den edonorentzat egokia (A1 maila). Ez da autoikaskuntzarako prestatutako materiala, klasean, irakasle batekin aritzeko baizik.

Primeran! ikasgelan erabiltzeko dago pentsatuta, ikaskideekin elkarreraginean eta irakasleak lagunduta edo bideratuta.

Langai didaktikoak prestatzean, A1 mailaren amaieran ikasleak izan behar dituen gaitasun komunikatibo horiek hartu dira aintzat eta ikaslearen komunikazio-gaitasunean oinarritu dira egileak, ekintzara bideratutako ikuspegiaren bidez. Gainera, beste ikuspegi hauek ere hartu dira kontuan: landu eta garatu beharreko ezagutza testuinguru baten barruan eskaini da; ikaslea dago jarrita curriculumaren erdigunean, ikaslea bera da ardatz nagusia; trebetasunen arteko konbinazioa lehenetsi da, trebetasun guztiak lantzen dira; azkenik, langaiak ikaslearentzat motibagarriak izateko ahalegina egin da, hau da, komunikatzeko borondatea garatzeko bideak ezarri dira.

This volume deals with different aspects of the creation and use of multilingual corpora. The term 'multilingual corpus' is understood in a comprehensive sense, meaning any systematic collection of empirical language data enabling linguists to carry out analyses of multilingual individuals, multilingual societies or multilingual communication. The individual contributions are thus concerned with a variety of spoken and written corpora ranging from learner and attrition corpora, language contact corpora and interpreting corpora to comparable and parallel corpora. The overarching aim of the volume is first to take stock of the variety of existing multilingual corpora, documenting possible corpus designs and uses, second to discuss methodological and technological challenges in the creation and analysis of multilingual corpora, and third to provide examples of linguistic analyses that were carried out on the basis of multilingual corpora.

This timely book brings together research on the features and evolution of Cameroon English and Cameroon Pidgin English, approached from a variety of innovative multilingual frameworks that focus on the emergence of mother tongue speakers. The authors illustrate how language and population contact, history (colonialism), multilingualism, translation, and indigenization have contributed to shaping the norms of postcolonial Englishes and Pidgins. Employing naturalistic data, the volume provides a new fascinating perspective that better situates and supplements existing research in the fields of African Englishes and Creolistics. It is particularly of key interest to sociolinguists, contact linguists, Africanists, Anglicists, creolists and historical linguists.

How humans produce and understand language is clearly introduced in this textbook for students with only a basic knowledge of linguistics. With a logical, flexible structure Introducing Psycholinguistics steps through the central topics of production and comprehension of language and the interaction between them. Students will gain an understanding of the processes and representations involved in language use, aided by a comprehensive glossary, concepts defined in the margins and online flashcards that allow students to check their understanding of all the key terms and concepts of the subject. Examples and exercises throughout each topic reinforce understanding and encourage students to consider what language users might carry around in their heads as part of their linguistic knowledge, and how this stored knowledge relates to the structures and rules proposed by theoretical linguistics. Students will gain hands-on experience of experimental methods, with online demonstrations of techniques. This supports the theory within the book, reinforces a student's grasp of the concepts and allows the student to apply their understanding to the analysis of data.