Herrimina arrastakan daramaten gizon- emakumeak. Gertukoak, etxea, paisaia ezagunera inoiz itzuliko ote den zalantza gorrian bizi. Mundu berri batera egokitu beharra. Aurrean lainoa. Eskuetan eskaxia. Bihotzean kezka. Ongi etorria emanen digute? Estu besarkatu gintuzten agurtzerakoan. Beso zabalik aurkituko dugu norbait? Galderak kolkoan. Erantzunak etorkizunean.

Gure patuak mendietara eraman gintuen. Elurra, hotza, negu luzeak. Hala eta guztiz ere, gure zai, han, jende ona zegoen.

Esta obra reúne un conjunto de contribuciones que versan sobre el hecho de cómo la variación lingüística en torno al español tanto en sus variedades americanas como peninsulares va tomando cuerpo desde la aceptación o rechazo a una norma, y de acuerdo a actitudes o ideologías que se transparentan en tipos textuales de diversa índole (periodísticos, literarios, gramaticales, lexicográficos, etcétera). Los estudios aquí contenidos tienen en común el dar cuenta de la implicación de lo social en el ámbito geográfico del español de los siglos XVIII y XIX, con el objeto de destacar la importancia de las ideologías en la configuración de las distintas variedades del castellano.

This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students' attitudes and motivation surrounding language learning, the effects of mindset on vocabulary acquisition, the mindsets of early career teachers and experienced language teachers, interventions on students' mindsets and interventions that strengthen language teachers' growth mindsets. The findings presented in this book will be of great interest to instructors and researchers alike and present essential developments for the field of applied linguistics and psychology of language learning and teaching. The book will be invaluable in improving the quality of the language learning experience for teachers and students in various academic environments.

This book examines what 'researching multilingually' means in practice and theory. It is multinational and transnational in scope, including the voices of both experienced and emerging scholars who reflect on the process of conducting, analyzing and reporting multilingual research in various settings. Together the chapters address issues including theorizing multilingualism and collaborative research with multilingual scholars and research participants; navigating insider or outsider positioning with research participants; making and accepting language choices among researchers and participants during research; translating and interpreting multilingual data; and confronting policy challenges of multilingual research design and reporting in English-dominant contexts. The book ties these processes to existing theories of multilingualism in research and proposes new ways of understanding best practices while also wrestling with challenges and at times 'failures' in the research process.

Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.

Estimado lector, cuesta imaginar a un esclavo que está siendo subastado, que se muestre favorable a esta venta, animando a los compradores. Esto sucede en Navarra con nuestra lengua y cultura en cierto sector de población autóctona, que ridiculizan lo propio, que el euskera no sirve para nada, jaleando el folclore extraño, etc. Llegar a semejante conclusión refleja los complejos que perduran en ciertos individuos, motivados por un histórico goteo de sanciones, prohibiciones, etc., promovidos por los clásicos enemigos de esta tierra; ayer se les conocía como liberales (mejor sería mangantes) y actualmente constitucionalistas (antinavarros o malos navarros), y lo más triste, sustentados políticamente para gobernar esta tierra por sus supuestos defensores. iPobre Navarra, qué poco "pintas"!

Desde cuándo una presidenta de un territorio autónomo ignore la lengua más significativa de su tierra con marchamo de cultura de importancia mundial (lingua navarrorun) y que nombre para el puesto para el más efectivo reconocimiento de este legado, a un consejero que no sólo la ignora, sino que, de su ignorancia incomprensible, le sigue una euskarofobia de vergüenza pública. ¿Y por qué estos que voluntariamente representan a la cultura de un pueblo ignoran punto tan cardinal? Ya alguno apuntaba que la lengua en cuestión le resultaba de línea algo más alta que su coeficiente intelectual pero, probablemente, la ignorancia es fruto de la vagancia; en definitiva, ¿para qué queremos tonticos y vagos para cargo alguno navarro?

El vascuence de hace I .000 años es posible que se entendería mejor que el actual, que utiliza "españolismos" sin necesidad, por holgazanería o desidia y en detrimento del idioma propio; sirvan para ello los restos toponímicos de cualquier amanuense.

El trabajo que se presenta consta de dos capítulos; el primero, léxico antiguo, que se deja leer de vez en cuando en textos que reposan en diferentes archivos; el segundo trata de frases, injurias, menosprecios en lengua del país.

Language Teaching Associations are understood as professional networks supporting members with exchanges and development (Pentón Herrera 2022, “Advocacy for Language Teacher Associations.” English Teaching Forum 60 (4): 21–29). In the specific multilingual education setting of the Basque Country, Teacher Training Faculties are understood as the core LTAs for the transmission and development of Basque-centered multilingual education (Cenoz and Gorter 2023. The Minority Language as a Second Language: Challenges and Achievements, 1st ed. Routledge; Gartziarena, Villabona, and Olave 2024. “In-Service Teachers’ Multilingual Language Teaching and Learning Approaches: Insights from the Basque Country.” Language and Education 38 (2): 203–2017). These LTAs not only have a pivotal role in conducting research about multilingualism or introducing vanguard perspectives to multilingual teaching approaches, these are also key agents in supporting, transmitting, and updating pre-service teachers’ understanding of multilingualism and innovative multilingual teaching approaches adapted to the specific and varied sociolinguistic contexts of the Basque Country (Bier and Lasagabaster 2022. “What has Changed Over 18 years? Future Teachers’ Language Use and Attitudes Towards Multilingualism in the Basque Autonomous Community.” Language and Education 37 (6): 675–697; Orcasitas-Vicandi and Perales-Fernández-de-Gamboa 2022. “Promoting Pedagogical Translanguaging in Pre-Service Teachers’ Training: Material Design for a Multilingual Context with a Regional Minority Language.” International Journal of Multilingualism, 1–21). This study investigates how an LTA in the Basque Country supports pre-service teachers’ perspectives on key elements embodying multilingualism and how these interact in the construction of their multilingual mindset, being crucial components for successful Multilingual Education Advocacy in the future. The study employs a mixed methods approach, combining a specifically designed online questionnaire (N = 331) with five focus group discussions (N = 30). The paper explores pre-service teachers’ view of multilingualism, perspectives on language revitalization efforts, the utility of languages representing multilingualism, language usage, self-proficiency levels, and self-identification with languages. It presents significant insights from future generations of teachers and provides a comprehensive description of multilingualism in societal and educational contexts in the region, with Teacher Training Faculties represented as the LTAs in the Basque Country, serving as decisive and vital agents in advocating for multilingualism.

The research fields of second language acquisition in general and L2 writing in particular have been dominated by studies in which English is the language under scrutiny. However, many different researchers have claimed that it is high time to consider languages other than English (LOTEs), since multilingualism is the norm rather than the exception all over the world. In particular, minority languages have been largely overlooked in the literature on L2 writing, a research gap that this study intends to fill in. With this objective in mind, this research examines the impact of the participants’ L1 (Basque or Spanish) on their written production. The sample was made up of 9767 participants from the Basque Autonomous community in Spain, who completed a writing test aimed at assessing the C1 level (Common European Framework of Reference for Languages) in Basque in five different points in time. The results revealed differences in writing competence in favour of L1=Basque participants when compared with their L1=Spanish counterparts, especially as far as the criterion of accuracy was concerned. The study concludes by providing insights that will be useful in other international educational contexts in which a minority and a majority language share co-official status.

Lan akademikoak ahalik eta irakurle gehienengana iristeko ikertzaileen grinak ingelesa esparru akademikoko lingua franca bihurtzea ekarri du. Era berean, hizkuntza gutxituek presentzia txikia daukate nazioarteko aldizkari ospetsuetan. Testuinguru horretan, azterlan honen helburua da jakitea zerk bultzatzen dituen Gizarte Zientzien arloko euskal ikertzaileak beren artikuluak euskaraz argitaratzera edo ez argitaratzera. Azterketan, arloko 131 ikertzaileren iritzien azterketa lexikoa egin da Reinert metodoaren bidez. Emaitzek erakusten dutenez, ikertzaileek hizkuntza nagusiak aukeratzen dituzte beren ibilbide profesionalean errekonozimendu eta inpaktu handiagoa lortzeko. Aitzitik, ezagutza euskaraz ere zabaltzeak duen garrantziaren jakitun, askok euskaraz argitaratzen dituzte beren lanak. Militantzia eta ikertutako gaien izaera ere funtsezkoak dira erabaki horretan. Emaitzen arabera, beharrezkoa da hizkuntza gutxituek ezagutzaren hedapenean daukaten pisua indartzea.

This UNESCO guidance is designed to support those implementing multilingual education (MLE). Building on UNESCO’s 2003 position paper, Education in a Multilingual World, this guidance explores the rationale for and benefits of MLE for linguistically marginalized learners.This UNESCO guidance is designed to support those
implementing multilingual education (MLE). B
achieve Sustainable Development Goal (SDG) 4, which
aims to ensure inclusive and equitable quality education
for all. It also presents MLE as an opportunity to foster
sustainable economic growth (SDG 8), reduce inequalities
(SDG 10), combat climate change (SDG 13) and protect
ecosystems below water (SDG 14) and on land (SDG 15),
and promote peaceful, inclusive societies (SDG 16).
By reviewing the evidence and providing a series of
actionable steps, this guidance aims to provide not just a
source of information for those delivering MLE initiatives,
but to inspire and guide delivery as part of a broader push
for education system change.

This UNESCO guidance is designed to support those implementing multilingual education (MLE). Building on UNESCO’s 2003 position paper, Education in a Multilingual World, this guidance explores the rationale for and benefits of MLE for linguistically marginalized learners.

This guidance supports countries in their efforts to achieve Sustainable Development Goal (SDG) 4, which aims to ensure inclusive and equitable quality education for all. It also presents MLE as an opportunity to foster sustainable economic growth (SDG 8), reduce inequalities (SDG 10), combat climate change (SDG 13) and protect ecosystems below water (SDG 14) and on land (SDG 15), and promote peaceful, inclusive societies (SDG 16).

By reviewing the evidence and providing a series of actionable steps, this guidance aims to provide not just a source of information for those delivering MLE initiatives, but to inspire and guide delivery as part of a broader push for education system change.