Study abroad has been a matter of concern in sociolinguistics for a few decades now. Nevertheless, research on study abroad has rarely combined the study of sociolinguistic aspects with the analysis of perceived language-related gains. Similarly, there has been a lack of studies integrating qualitative and quantitative methods in SA research. Thus, the present volume comes as a response to the need to triangulate sociolinguistic aspects with perceived language-related gains, qualitative and quantitative methods, in three different European contexts, and participants from almost every corner in Europe for a deeper understanding of the study abroad phenomenon on the European continent.

Because of its focus on mutual understanding, the language classroom is uniquely situated to discuss and enact ideas about social justice. This book brings together authors from different geographical and professional contexts united by a common goal: to bring about a change in language teacher education and language classrooms. The chapters represent the perspectives of authors at a range of stages in their careers; together they take the reader on a journey from conceptual dilemmas and their place in applied linguistics, through specific critical issues which are positioned within the theoretical landscape surrounding social justice, to projects with clear pedagogical implications. The book represents a much-needed step in broadening the conversation about social justice in and through language education, and will be of interest to language teachers and researchers as well as students of applied linguistics.

This collection showcases perspectives from established and emerging scholars on the contemporary landscape of multilingualism in Southern Africa. The book explores the broader impact of colonialism and neocolonialism on language policies and practices, drawing on case studies from such countries as Malawi, South Africa, Tanzania, Zimbabwe and Zambia.

The volume is organised thematically around four different sections, looking at issues around linguistic diversity across different sectors including contemporary debates on African languages, language education, youth languages and language documentation. Taken together, the collection seeks to offer readers with a more nuanced understanding of fundamental issues in the development of multilingualism across different countries in Southern Africa today and encourage future research on multilingualism in Africa more broadly.

The volume will be of interest to students and scholars in multilingualism, sociolinguistics, language policies, language education and African studies.

Testu honek bideo-jokoak euskaraz argitaratzeko dauden arazoei eta irtenbideei buruzko begirada pertsonala eskaintzen du. Zenbakiei dagokienez, euskararen afera nagusia hiztun kopuruan dago, mundu mailan esanguratsua izateko txikia dena. Hortik abiatuta eta beste hizkuntzen adibideekin alderatuta euskararen egoera hobetzeko Euskal Autonomi Erkidegoko industria indartzea beharrezkoa dela azpimarratuko da.

Acquiring full mastery of the pragmatic constraints regulating null/overt pronominal subjects in null subject languages like Basque is a prolonged and cognitively taxing process because pronominal distribution is pragmatically conditioned in discourse. The purpose of this study is to elucidate the acquisition of subject pronoun expression (henceforth, SPE) by school-age Basque-speaking children because Basque has a gender-neutral third-person singular pronoun (bera) with a different pronominal feature configuration than traditional pronouns in other languages, which may impact how SPE is acquired. Therefore, we report on a study investigating the acquisition and development of the personal pronoun bera in 88 Basque-Spanish bilingual children (ages 6-12) and adults, using an oral pronoun elicitation task where null subjects and the overt pronoun bera were elicited in same- and switch-reference contexts. Findings indicate that bilingual children follow a U-shaped developmental trajectory in same-reference contexts in Basque, which favor null subjects, but a linear developmental trajectory in switch-reference contexts, which favor bera. These findings are consistent with previous work on the same Basque-Spanish bilinguals who participated in the present study tested in Spanish and age-matched Spanish monolinguals (Etxebarria & Montrul 2025), who showed parallel and age-appropriate developmental trajectories. Results revealed that null subjects encode strong referential continuity properties in Basque. However, bera seems to have more flexible referential discontinuity properties than traditional third-person pronouns, likely due to its intrinsic feature composition and referential properties. These results also support the conclusion that pronoun distribution is variable in null subject languages (Giannakou 2018; Otheguy & Shin 2022; Etxebarria & Montrul 2025).

Argitaratu da e-Hizpide aldizkariaren 106. zenbakia. Zenbakia sei artikuluz dago osatua eta hauek dira jorratzen diren gaiak:

Higher education institutions have witnessed an unprecedented surge in the number of programmes offered in English. As English-medium instruction (EMI) courses at university level continue their spread across the globe, EMI students from all contexts are facing a double challenge, since they are expected to develop simultaneously the field-specific knowledge and the linguistic competence required to understand and process such knowledge in a foreign language. While there is a growing body of research delving into students’ motivation towards EMI, their experiences in such environment and the potential motivational fluctuations these may undergo over time are still unexplored. The aim of this paper was to analyse the evolution of EMI students’ motivation and anxiety over the course of three academic years. Specifically, it examines EMI-related affective factors of a group of students (N=19) from two different degrees (i. e., History, and Engineering) from a public university in the north of Spain. Data gathered via focus groups in three consecutive academic years showed that students were generally motivated and positive towards their EMI courses and that their anxiety levels improved after having experienced EMI. However, the students from the two degrees reported different (de)motivating factors in EMI, which evolved over time.

Face au monolinguisme officiel affiché, la France donne à voir une grande diversité de langues apprises, parlées et transmises au gré des générations. Le plurilinguisme est pourtant une réalité encore peu appréhendée : comment apprend-on à parler une autre langue que le français ? Dans quels contextes ? Avec qui ? Pour quelles finalités ? Outre le français, les langues de Bretagne se composent de deux langues endogènes que sont le gallo et le breton et de langues apportées par l’immigration telles l’arabe, le turc ou encore le portugais. Il s’agit de langues minorées, au regard de la langue nationale hégémonique, dont il convient de saisir les ressorts de leur maintien sur le territoire breton. L’ambition du livre est de comprendre comment la diversité linguistique et culturelle prend forme et se transforme dans un contexte social et politique français qui ne la favorise pas toujours. En interrogeant cette diversité linguistique du paysage breton, l’ouvrage tente de penser les modes de transmission et d’éducation des populations bretonnes à partir de trois orientations complémentaires : les politiques scolaires, la famille et l’école.

La accesibilidad resulta fundamental en nuestra sociedad para que todas las personas tengan acceso no solo a los servicios públicos sino también al ocio. No obstante, esta accesibilidad se ve, a menudo, imposibilitada o dificultada por el desconocimiento o la falta de comprensión del lenguaje empleado.
Esta obra presenta la importancia que tienen la lectura fácil y el lenguaje claro como elementos facilitadores de la inclusión, así como las principales técnicas para adaptar los textos a un lenguaje comprensible para todos los lectores.

Bi liburukik eta 8 infografik osatzen dute lana. Lehen liburukiak pixkanaka gerturatzen gaitu musika-industriaren bihotzera, industriaren inguruan sortutako eztabaidagai nagusiak berrikusi ahal izateko, hala nola, musikaren eta garunaren arteko elkarreragina, osasunean eta ongizatean dituen  ondorioak, adimen artifizialaren egungo garrantzia edo berrikuntzaren eta musikaren arteko harremana, besteak beste. Bigarren liburukiak industriaren 3 baliokateen azterketa sakona eskaintzen du. Industria honetan parte hartzen duten eragile guztiak zehaztasunez definitzen ditu, euren funtzionamendua eta merkatuak erabak ulertarazteko. Halaber, arau-esparru desberdinak lantzen ditu, hainbat arlo jorratuz, esaterako: musikaren ekoizpenean eta banaketan, sinkronizazioan, ekitaldien planifikazioan eta produkzioan, eta zuzeneko musikaren ekonomia-, finantza-, marketin- eta komunikazio-aldagaietan.