This book addresses the importance of language in matters of sustainability and incorporating such concerns in implementing the UN’s Sustainable Development Goals (SDGs). Sustainable language policy must aim to include all groups, including language minorities and marginalized populations, such as refugees and aid recipients, in conditions that allow for their inclusion in making and implementing policy. The book brings together nine studies covering such topics as language and digital resources, sustainable and inclusive multilingual education, national language policy, and language in peacekeeping operations. A final chapter addresses the crucial intersection between sociolinguistics and economics, and the implications of this for development and the SDGs.

This book provides a first systematic and comprehensive account of English in East and South Asia (EESA) based on current research by scholars in the field. It has several unique features. Firstly, it provides a rigorous theoretical overview that is necessary for the understanding of EESA in relation to the burgeoning works on World Englishes as a discipline. Secondly, in the section on linguistic features, a systematic template was made available to the contributors so that linguistic coverage of the variety/varieties is similar. Thirdly, the vibrancy of the sociolinguistic and pragmatic realities that govern actual English in use in a wide variety of domains such as social media, the Internet and popular culture/music are discussed. Finally, this volume includes an extensive bibliography of works on EESA, thus providing a useful and valuable resource for language researchers, linguists, classroom educators, policymakers and anyone interested in the topic of EESA or World Englishes. This volume hopes to advance understanding of the spread and development of the different sub-varieties reflecting both the political developments and cultural norms in the region.

This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings. // The volume traces the development of MALL practices through researchers' and teachers’ efforts to make sense of the impact of mobile technologies on formal and informal second language learning and development. The chapters explore a range of topics around mobile learning design, implementation, and affordances across different educational and geographic contexts, drawing on both qualitative and quantitative perspectives. In so doing, the book creates a broader conversation around the importance of continuity in the successful integration of MALL practices into L2 learning curricula across the educational lifespan. // This book will appeal to students and scholars in applied linguistics and language teaching and learning, especially to those with a specific interest in mobile technologies.

In this special edited volume, the editors and invited English Medium Instruction (EMI) researchers, from different parts of the world, outline the latest EMI research methods. Providing academic instruction using English is rapidly spreading in many countries where English is a second or foreign language, and there is a growing interest in researching the effectiveness and effects of EMI across different educational levels. This volume includes chapters on everything from research into classroom interaction to teachers’ and students’ perceptions and motivations to language challenges and strategies and the pedagogical implications of translanguaging in EMI classrooms. These specific topics were chosen to reflect different approaches to researching EMI.

Each chapter focuses on a specific type of research methodology. It begins with an overview of the literature of the topic under discussion. Then an example study is provided to illustrate how this methodology can be used to investigate EMI. Each chapter identifies the process that the EMI researcher used to conduct their research and discusses key dilemmas they faced, focusing particularly on the methodological issues they encountered. By exploring these issues, this volume hopes to inform theory (or the lack thereof) underlying research into the phenomenon of EMI.

Para entender el proceso de estandarización del euskara, las dificultades que presentaba, es fundamental tener en cuenta lo siguiente:

La lengua vasca es una lengua no indoeuropea.

Está, por tanto, muy alejada de las lenguas dominantes con las que actualmente está en contacto (el español y el francés; o, en general, otras lenguas romances a lo largo de la historia).

Los territorios en los que se habla la lengua pertenecen al estado francés y al español, y, dentro de España, a dos comunidades autónomas. A la segregación administrativa entre Francia y España se deben, según Zuazo, las diferencias más profundas entre los dialectos (Zuazo 2010: 70).

A pesar del ámbito geográfico reducido, cuenta con marcadas diferencias dialectales que dificultan el entendimiento entre hablantes de unos dialectos y otros (Zuazo 2010: 64-68). A lo largo de los siglos, el euskara se ha ido diversificando en dialectos, subdialectos y variedades locales, pero hay dos dialectos más alejados: el occidental (tradicionalmente denominado vizcaíno) y el suletino. Zuazo (2010, 2015, 2019) distingue hoy en día cinco dialectos: occidental, central, navarro, navarro-labortano y suletino. El primer libro impreso data de 1545 y, a partir de ese momento, se fueron desarrollando cinco dialectos literarios —labortano antiguo, labortano moderno, suletino, vizcaíno y guipuzcoano—, "sin que hasta la fecha ninguno de ellos haya conseguido imponerse en toda la extensión del país de habla vasca" (Villasante 1970: 39). Es más, aunque "han favorecido la unidad de la lengua dentro de su área de acción ] al querer delimitar lo más nítidamente posible las fronteras de cada dialecto, se han exagerado sus características particulares y, con ello se han agrandado y ahondado las diferencias dialectales. La víctima principal ha resultado ser el dialecto vizcaíno" (Zuazo 2010: 76-77).

Ernestina de Champourcin XXXIII. Poesia Saria

Hiztegirik eta gramatikarik gabe idatziko ditut poemak, 
atea erdi zabalik utziko dut sartu edo irten lasai egin dezazun 
eta geratzea erabakitzen baduzu 
kontatuko dizut zer ekarri zuen mareagorak 
eta gure zein zati eraman zuen marea beheak 
irakurriko dituzun hitzak biluzik daude 
agian, zuk jantziko dituzu 
eta entzun nahi baduzu 
kontatuko dizut orain arte isildutakoa 
zatoz 
paretari begira egon naiz-eta luzaroan 
konturatu gabe 
leihoaren atzean gordetzen zinela.