Bost urterik behin egiten den inkesta soziolinguistikoa da gaur egun erabiltzen den tresna nagusia, Ipar Euskal Herrian euskararen bizitasuna nolakoa den jakiteko. 2021eko inkesta zazpigarrena dela eta, gaur egun euskalgintzako eragileek eta erabakitzaile politikoek dute lurraldean euskararen egoeraren bilakaerari buruzko datu-iturri sendo bat, azken 30 urteetan hizkuntza-politika plangintzaren arloan egin diren pausoekin korrelazioan jar daitekeena. Alabaina, gaur egun arte Ipar Euskal Herrian datu soziolinguistikoak ez dira erabiliak izan etorkizuneko hizkuntza-politikaren planifikazioan. Bestalde, prozesu eta dinamika anitzek euskararen biziberritze-prozesuan eragina badute ere, gutxik ematen dizkigute aurreikuspenak, batez ere epe luzean. Demografia da horietako bat. Azterketa-lan honetan, soziolinguistika- eta demografia-datuen uztartze-metodologia proposamen bat egin dugu, hurrengo 25 urteetan Ipar Euskal Herriko euskaldun-kopuru eta -proportzioen bilakaeraren 3 hipotesi eraikitzeko. Hipotesi horiek dituzten muga metodologiko, teoriko eta filosofikoak kontuan hartuz, tresna hori proposatu duen lan-taldearen helburu nagusia izan da, hizkuntza-plangintzaren erabakitzaile eta eragileei tresna gehigarri bat eskura ematea, euskararen etorkizunaren norabideak Ipar Euskal Herrian eztabaidatzeko.

Nun contexto marcado pola globalización, os desprazamentos e a transformación dos espazos de socialización, as linguas deixan de ser entendidas unicamente como sistemas formais para revelárense como escenarios nos que se negocian ideoloxías e identidades. Este volume propón unha reflexión sobre como se constrúen, cuestionan e reformulan as identidades lingüísticas e as ideoloxías que as acompañan, tanto no contexto galego como noutros escenarios multilingües.

This book traces raciolinguistic ideologies in England’s schools, focusing on post- 2010 policy reforms which frame the language practices of low-income, racialised speakers as limited and deficient. Across interviews, policy mechanisms and classroom observations, the author shows how raciolinguistic ideologies are rooted in British colonial logics which continue to shape contemporary education policy. He shows how these policies require marginalised speakers to modify their speech patterns in line with normative standards of whiteness under new guises of social justice and research robustness. Finally, new visions for language education and linguistic justice are offered, demonstrating how teachers can see themselves as language activists to identify, resist and reject faults in a hostile and oppressive policy architecture. This book draws on fields including critical language policy, educational sociolinguistics, genealogy, raciolinguistics and critical language awareness.

Language is predominantly a social phenomenon. Understanding language and its function in society has always been an object of research in sociolinguistics. Besides communication being the main purpose of language, it is also a crucial tool in economic development in modern societies. It plays a vital role in wealth creation, a distinct disposition of human beings. This research attempts to establish the relationship between language and economy, as the use of language plays a significant role in economic activity. The present research report underlies the use of native languages for economic activity in the workplace and how they are conducive to creating wealth. The data was collected from five selected workplaces in Telangana State, India. The results show that education levels and class of the workforce have a significant association with the use of language in the workplace. The choice of language changes according to the class of the workforce. The study shows that 94 % of the workforce from the middle and lower classes use Indian languages such as Telugu, Hindi, Tamil, Kannada, Malayalam, Odia, etc., in their economic activities, whereas only 6% of the workforce use English, which is confined to higher level employees. The findings of the study confirm the vital role of Indian languages in economic activity and their contribution to India's economy. The study demonstrates that native languages contribute more to India's GDP than English.

El presente estudio busca investigar las percepciones sobre el aprendizaje del euskera del alumnado extranjero como herramienta de inclusión social y educativa en el sistema educativo público vasco. Los datos fueron recogidos a través de cuestionarios distribuidos electrónicamente a 115 participantes. De esta manera, los resultados del análisis de varianza (ANOVA) mostraron que existían diferencias significativas en cuanto al objeto de estudio. Los resultados se explican de acuerdo con el uso de las lenguas como herramientas de inclusión socioeducativas y se relacionan con el contexto del estudio.

This book is about policy decisions concerning language and as such probes the origins and conceptual foundations of the relationships between state and language. On the basis of specific examples from around the world it explains the principal issues of language policy today. After the conceptual and theoretical foundations of the field have been laid out in the first two chapters, subsequent chapters analyse the choice of languages, their varieties and written forms as a subject of policy making. To the extent that this is necessary or conducive to understanding present-day policy disputes concerning language, their historical background is sketched to show how some kinds of issues became politically problematic. The reader will be made to see language policy unfolding between hegemony and homogeneity, on one hand, and identity claims and diversity, on the other. The fact that these are contemporary terms gives reason to reflect on the contingency of state-language relations and the conflict potential of language regimes. In many polities it is today taken for granted that the government should be involved in language regulation. As with all policy matters, it may be asked whether this is a necessity (of modern states), a blessing, or a curse. This question is the common thread that runs through the chapters of this book.

La característica más específica de nuestra especie, la que nos diferencia del resto de los animales, es la capacidad de aprender y usar lenguas, y para ello es necesario que cuente con un cerebro lleno de palabras. Desde que nos despertamos hasta que nos acostamos vivimos, convivimos y nos comunicamos a través de las palabras. Mamen Horno, psicolingüista, experta en la materia y dueña de una prosa sencilla y clara no exenta de ironía, nos invita, en este ensayo ameno, interesante (y, sí, también emotivo), a reflexionar sobre su poder con el convencimiento de que hacerlo es un modo extraordinario de reflexionar sobre nuestra propia naturaleza.

Este libro recoge las experiencias más actuales en el campo de la innovación educativa y pretenden fomentar procesos educativos que promuevan la innovación educativa como una herramienta de presente y futuro hacia la inclusión y la excelencia.

Los trabajos recopilados en el presente libro presentan experiencias, herramientas y metodologías novedosas e inéditas orientadas a hacer posible una sociedad más justa e inclusiva en la que la innovación educativa sea accesible para todos y todas.

The participants – primarily new speakers acquiring Basque as L1 or L2 often lack opportunities to use the language spontaneously. Moreover, they seldom engage with it in emotionally meaningful ways. An exploratory sequential mixed-methods design was employed, drawing on field journals from seven educators, evaluation notebooks from 72 participants, five semi-structured interviews, and a short quantitative questionnaire validated by five experts. The findings suggest that ECT supports Basque internalisation, reduces communicative anxiety, and increases motivation through informal emotional expression. Its integration into organised leisure activities proved effective across age groups, reinforcing the role of educators as emotional and linguistic referents and highlighting the importance of emotionally safe learning environments. Overall, the results indicate that affective approaches to minority language development have strong pedagogical potential in non-formal educational contexts. They also contribute to inclusive practices and to safeguarding children’s linguistic rights in multilingual, emotionally complex settings.

This book examines language contact and shift in Nepal, a multilingual context where language attitudes and policies often reflect the complex socio-cultural and socio-political relationship between minority, majority and endangered languages and peoples. Presenting the results of a 15-year study and making use of both quantitative and qualitative data, the author presents evidence relating to speakers' opinions and perceptions of mother tongues including English, Hindi, Nepali, Sherpa, Dotyali, Jumli and Tharu. This book explores an under-studied part of the world, and the findings will be relevant to scholars working in other multilingual contexts in fields including language policy and planning, language contact and change, and language attitudes and ideologies.