Aurten, 2026. urtean, bostehun urte bete dira Bizkaiko Foru Berria onetsi zela. Hargatik, hura ez zen Bizkaiko lehenengo foru idatzia. Izan ere, 1452. urtean estreinako idatzi zen Bizkaiko Forua, nahiz eta 300 urte inguru aurretik gutxienez Forura igaroko ziren erakunde juridikoek indarrean iraun. Euskal herrietan bigarren karlistaldia amaituta, foru-araubideak 1876ko uztailaren 21era arte iraun zuen. Hori horrela izan zen arlo publikoan; arlo pribatuan, ostera, egundaino iraun du foruak, berbarako familia- eta oinordetza-zuzenbidean.

Bada, Bizkaiko 1526ko Foru Berria, 1452ko Foru Zaharra legez, gaztelaniaz idatzi zen. Haren euskarazko lehenengo itzulpena XX. gizaldian egin zuen Pedro Puxanak eta 1981. urtean argitaratu zuen José Estornes Lasak Bizkaiko Forua izenarekin, betiere 1643. urteko bertsio bat oinarri hartuta.

Euskal Herriko Unibertsitatean (EHU) egindako ikerketa batean galdera zehatz bati heldu diogu: zer harreman dago bi hizkuntzaren eguneroko erabileraren eta kontrol mentaleko prozesuen artean; hau da, ba ote du eraginik erabilera horrek distrakzioei aurre egiteko eta une bakoitzean informazio garrantzitsua hautatzeko gaitasunekin? Nola aldatzen da harreman hori adinean aurrera egin ahala? Ikerketa eta haren emaitzak Bilingualism: Language and Cognition aldizkarian argitaratu berri dira (Arantzeta, San Martin eta Laka, 2026).

This mixed-methods study examines how pre-service teachers’ (PSTs) first language (L1) and sociolinguistic factors shape language beliefs toward Basque, Spanish, English, and French in the Southern Basque Country, a minoritised-language-centred multilingual education context. Questionnaire data from 625 PSTs in teacher education programmes were analysed through inferential group comparisons and complemented by eight thematically analysed focus groups. Five constructs were compared through the lens of L1: self-perceived proficiency, usefulness, difficulty, importance, and identification. Results show that L1 is a major structuring dimension of how future teachers position the curricular languages. The strongest differences emerged for the two co-official languages, with large effect sizes: participants reported higher proficiency, usefulness, importance, and identification with their L1, while simultaneous Basque–Spanish bilinguals consistently occupied an intermediate position; English and French showed weaker, more uniform patterns. Qualitative results indicate that beliefs are shaped by language biography, domains of use, affective attachment, and grammar-heavy schooling that constructs Basque as a difficult school language rather than a vehicle for everyday use. The study argues that L1 operates as a mediating factor in access to linguistic legitimacy, and that multilingual pedagogies in minoritised-language settings require explicit attention to language hierarchy and biographical asymmetries among future teachers.

"Errealitatea aldatu nahi dugunok etorkizun bat bilatzen dugu, euskaldunok (egun erdaldun elebakarrek bezala) eguneroko bizitzako funtzio guztiak gure hizkuntzan erabateko normaltasunez bete ditzakegun etorkizuna desiratzen dugu. Egungo errealitateak diosku etorkizun horretara iristeko neurriak modu progresiboan hartu beharko ditugula. Adinaren arabera, zenbait langilek euskalduntzerik izango ez dutela onartu beharko dugu. Beste hainbatek euskalduntzeko laguntza bereziak behar izango dituzte. Eta etorkizunean berriz ere erdaldun elebakarrik ez egoteko edota erraz euskalduntzeko baldintzak sortu beharko dira, esaterako hezkuntza sistema eraldatuta, euskarazko hedabideak ugalduta eta hobetuta, etab. Anbizioz baina malgutasunez eta norbanakoekiko justiziaz jokatu beharko dugu, beti ere eskubideen berdintasuna dakarren etorkizun horretara helduko bagara.

Beste eragile batzuek ez dute ontzat eman nahi errealitate soziolinguistiko hau aldatu beharra dagoenik baina. Euren interpretazioaren eta interesen arabera, euskaldunok onartu behar dugu erdaldun elebakarrek beti izango dutela beren hizkuntza inposatzeko eskubidea, eta euskara erabiltzea borondatezkoa eta erdaldunei ezer exijitu gabe izan beharko duela.

Euskararen aurkako oldarraldi judizial, politiko eta sindikala talka honetan kokatu behar dugu. Epeak negoziatu daitezke. Hartu beharreko neurriak negoziatu daitezke. Hizkuntz eskubideak ez dira negoziatzen. Hizkuntzen eta hizkuntz eskubideen ukazioa ezin da onartu".
 

La sociedad vasca lleva varias décadas implicada en la recuperación de la lengua vasca o euskera, lengua minorizada que convive con el castellano en el Estado español y con el francés en el Estado francés. Una de las vías principales para esa recuperación es la enseñanza del euskera en la escuela (Gorter & Cenoz, 2011). En ese proceso de recuperación existen actualmente desafíos de gran envergadura, uno de los cuales es la llegada cada vez más numerosa de personas de otros países, que, en general, no aprenden la lengua minorizada sino la mayoritaria (Barquín & Goikoetxea, 2022). La experiencia de transformación social y educativa que se presenta en este artículo se sitúa concretamente en el País Vasco peninsular, y explica y analiza un proyecto que se está llevando a cabo desde 2021 para impulsar e integrar el euskera y la interculturalidad en las comunidades educativas de 32 municipios, la mayoría pertenecientes a la Mancomunidad de Municipios Vascófonos (UEMA). Explicamos cómo y de dónde surgió la iniciativa, cuáles son los principios y fundamentos teóricos, qué proceso se diseñó, qué herramientas se han creado y se han puesto en marcha para lograr los objetivos, qué aprendizajes se han obtenido durante el proceso y cuáles son las perspectivas para el futuro, puesto que hay municipios que siguen sumándose al proyecto.

The use of digital technologies in education is providing both teachers and students with new and innovative forms of support for learning different subjects. Digital games are also bringing multiple benefits to the classroom, especially in the realm of foreign and second language teaching and learning. Different studies have shown that digital technologies and gaming can enhance students’ learning and acquisition skills and knowledge. This book presents the research and studies carried out by different academics, primarily professors and researchers, from various universities around the world. Through their work, these scholars employ different tools and methodologies to explore the applications and implications of new digital technologies and gaming for the teaching, learning and use of language.

This book explores the role of teachers as intercultural mediators within language immersion education programs. The authors draw on research conducted in the context of a one-way French immersion program in New Brunswick, Canada, an officially bilingual province and country. Their discussion is anchored on the landmark Douglas Fir Group framework of second language acquisition, examining the implications of macro-level ideologies for language education, curriculum and intercultural instruction. The book considers educators' placement within the framework and their potential role as intercultural mediators between macro-level ideologies, meso-level curricular implementation, and their students at the micro level. They even provide an amendment to the framework that models this mediating role.

Through interview data with entry point early French immersion teachers and principals of their schools, the authors emphasise the importance of theoretically situating teachers' positions as mediators of ideology and culture. Through this, we can fully understand what it means to incorporate intercultural competence into language learning. They argue that, teachers receive little support-either through curriculum or through training-on how to engage with (inter)cultural instruction in their practice. They then describe their own course for training pre- and in-service teachers on intercultural mediation in their language education practice, applicable to a variety of language learning models and contexts.

This book examines how single-player role-playing digital games can promote foreign language acquisition and looks at how they can be integrated into the curricula of foreign language classrooms.

As the commercialization of digital games continues to expand and accelerate, some research in digital game-based learning has shifted from creating digital games with pedagogical applications to adopting commercial off-the-shelf digital games for pedagogical purposes. Relevant literature has continually identified massively multi-player online role-playing games (MMORPGs) as a specific genre which may benefit second language acquisition (SLA), primarily through a sociocultural perspective whereby language learners interact with linguistically more capable peers within the context of the game. However, there is a gap in research regarding whether these benefits to SLA are limited to social gameplay mechanics.

Wrobetz addresses this gap in research by using the smartphone edition of the single-player role-playing game (RGP) Life Is Strange in a mixed-methods study, measuring vocabulary acquisition and long-term retention from gameplay relative to controls. The author also examines how the perception of both smartphone gaming as a language-learning tool and the target language culture shifted throughout the study.

This volume helps guide future research in digital games-based language learning to broaden the scope of games identified as being conducive to SLA. It also outlines how to structure formal foreign language curricula around the use of a single-player RPG to achieve the most desirable pedagogical outcomes.

An exploration of how criticality can be developed among language teachers. This book is designed for teacher educators who are preparing teachers to work in a variety of global language education settings including pre-kindergarten through 12 bilingual classrooms and Sheltered English Immersion (SEI), as well as adult and community TESOL courses.

Through vignettes that highlight their own journey as critical teacher educators, Christine Montecillo Leider and Johanna M. Tigert provide insight into how they address various challenges of language teacher education, including a banking model approach to language education and the need to de-center both the English language and American approach to language education.

Each chapter offers a variety of reflective activities that both early career and veteran teacher educators can use to enhance their own development as critical teacher educators. Further, the authors provide a roadmap for how these reflective activities can be adopted to foster criticality among language teachers. Grounded in critical pedagogy and critical friendship, this book translates critical theory to praxis, providing a guide for teacher educators who seek to transform their approach to teacher education practice.

Gizarte hiperdigitalizatu batean bizi gara. Eduki digitalak sortzen eta kontsumitzen ditugu etengabe, eta, horri adimen artifizialaren eztanda gehituta, hankaz gora jarri zaizkigu gure orain arteko bizimoduak. Hortxe gabiltza, gainera etorri zaigun errealitate bati neurria hartu ezinik, erritmo azkarregi batera ohitu nahian eta ezinean: benetan zer nahi genukeen pentsatzen hasterako, berrikuntza teknologikoak samaldan iristen zaizkigu, eta haiei begira jartzen gara, itsutzeraino askotan. Paradigma-aldaketa mundu-mailakoa izaten ari da, baina euskaldunok eta gurea bezalako hizkuntza eta kultura gutxituek zailtasun erantsiak dauzkagu zurrunbilo handi horretan. Bizirik irauteko bestela ere hortxe-hortxe borrokan dabilen komunitate bat gara, eta ohartu ere egin gabe ohitu gara erdaraz errazago jasotzera eta kontsumitzera. Gure hizkuntza eta kultura biziko badira, ezinbesteko dugu digitalitatearen parte izatea, baina, aldi berean, digitalitatea bera da gu lausotzen gaituen kausetako bat. Zer egin, orduan? Nondik jo? Buruhauste horien bueltan ibiltzen gara liburu honetan parte hartu dugunok, zein bere erara eta bere esparrutik. Horrexek elkartu gintuen Euskara eta Digitalitatea graduondokoa aurrera ateratzeko, eta harako eginiko lanaren emaitzetako bat da hamar artikuluko bilduma hau.