«Tócanos definir se imos permitir que destrúan o idioma propio do país ou se, polo contrario, imos ser a xeración que soubo facerlle fronte a esta lexión de enterradores», di Carlos Callón en "Galegocalantes e galegofalantes", un libro-testemuño sobre o que lle ten acontecido á lingua galega desde que o PP retomou o poder autonómico en 2009.Nas súas páxinas analízanse as causas dos retrocesos e do inédito movemento social de resposta xurdido nese ano. Ademais, fornécense argumentos para continuar na defensa do idioma e anímase a que as persoas galegocalantes dean o paso a se transformaren en galegofalantes. É, pois, un libro que dá azos, razóns, forza e determinación.Galegofalantes, activémonos! Galegocalantes, unídevos!

Reforçar l’aprenentatge de llengües i modernitzar-ne l’ensenyament és un dels factors clau per augmentar la qualitat educativa. Modernitzar l’ensenyament de la llengua vol dir aprendre la llengua per comunicar-se, és a dir, fomentar l’aprenentatge funcional de la llengua, orientat a l’ús oral i escrit, amb independència de si es tracta d’una primera llengua, d’una segona llengua o d’una llengua estrangera. Perquè l’aprenentatge sigui significatiu i pràctic hem de passar d’aprendre llengua per acumular coneixement lingüístic a aprendre a fer coses amb la llengua. Es tracta de fomentar un aprenentatge competencial que ens serveixi per resoldre situacions i problemes de la vida real.

La resposta a aquests reptes passa pel plurilingüisme com a objectiu personal i social, i per desenvolupar un ensenyament centrat en l’alumne, en què el rol del professor es modifica per esdevenir un guia i acompanyant de l’aprenentatge, i en què les metodologies d’ensenyament tendeixen a un aprenentatge integrador, vivencial, experimental i, en definitiva, competencial.

Seguint les línies de la política educativa de la Unió Europea i del Consell d’Europa i les conclusions de la recerca acadèmica més recent, així com alguns exemples innovadors implantats a les aules, els diferents autors d’aquest llibre plantegem alguns aspectes de la manera d’ensenyar i d’aprendre llengües que creiem que poden ajudar els docents i els centres educatius a re flexionar sobre la transformació educativa que caldria per configurar un projecte educatiu plurilingüe i intercultural orientat a construir una societat competent lingüísticament i a superar amb èxit els reptes que ens planteja la societat i el món actuals.

 Este libro busca contribuir al estudio de los procesos de racialización y de la construcción discursiva de nuevas identidades en el Perú contemporáneo. En lugar de abordar el racismo desde una dimensión cognitiva, se interesa por el rol que las prácticas lingüísticas cumplen en su constitución. Las diez contribuciones que integran este volumen examinan los discursos y las prácticas del racismo en ámbitos diversos y discuten las sutiles formas en las que se construye a un «otro» desde un criterio aparentemente no racial, pero bajo retóricas raciales de modo subyacente.

Todos los artículos abordan la forma en que la raza en términos del fenotipo se ha articulado con otros criterios de clasificación, tales como la educación, la cultura, la clase, el territorio, el género, el lenguaje, entre otros.

 Language acquisition research is challenging—the intricate behavioral and cognitive foundations of speech are difficult to measure objectively. The audible components of speech, however, are quantifiable and thus provide crucial data. This practical guide synthesizes the authors’ decades of experience into a comprehensive set of tools that will allow students and early career researchers in the field to design and conduct rigorous studies that produce reliable and valid speech data and interpretations.
The authors thoroughly review specific techniques for obtaining qualitative and quantitative speech data, including how to tailor the testing environments for optimal results. They explore observational tasks for collecting natural speech and experimental tasks for eliciting specific types of speech. Language comprehension tasks are also reviewed so researchers can study participants’ interpretations of speech and conceptualizations of grammar. Most tasks are oriented towards children, but special considerations for infants are also reviewed, as well as multilingual children.
Chapters also provide strategies for transcribing and coding raw speech data into reliable data sets that can be scientifically analyzed. Furthermore, they investigate the intricacies of interpretation so that researchers can make empirically sound inferences from their data and avoid common pitfalls that can lead to unscientific conclusions.

 Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level.

Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels.

Trask’s Historical Linguistics, Third Edition, is an accessible introduction to historical linguistics – the study of language change over time. This engaging book is illustrated with language examples from all six continents, and covers the fundamental concepts of language change, methods for historical linguistics, linguistic reconstruction, sociolinguistic aspects of language change, language contact, the birth and death of languages, language and prehistory and the issue of very remote relations.

This third edition of the renowned Trask’s Historical Linguistics is fully revised and updated and covers the most recent developments in historical linguistics, including:

• more detail on morphological change including cutting-edge discussions of iconization
• coverage of recent developments in sociolinguistic explanations of variation and change
• new case studies focusing on Germanic languages and American and New Zealand English, and updated exercises covering each of the topics within the book
• a brand new companion website featuring material for both professors and students, including discussion questions and further exercises as well as commentaries on the exercises within the book.

Trask’s Historical Linguistics is essential reading for all students of language, linguistics and related disciplines.

Eztira herri guziak berdin heldu. Denek badute beren berezitasuna eta herri hunek badauzka idekitzen dituen azter sailak, Ekonomiako interesaren aldetik, iragan aberats batean, Etnologian entregutasuna aurkituz. Gero zailtasunetan ibiliz pagano denborako jakitatea erabilgoan ikusten da gure xahar maitagarrier esker bildu behar diren erranak lasterka itzaltzerat baitoatzi behin betiko. Herriko Historia berriz egiten dugu Matriza Kalastraletik abiatuz iker lanaren egiteko gaia.

 Mundu zabaleko edozein euskal lektoretzatan euskara irakasteko modu egokia aurkeztu nahi du artikulu honek. Hortaz, proposamen bat besterik ez da hau, lanbide honetan jarduten edo jardungo dutenek erabat edo zatika onar lezaketenak edo, agian, oro har errefusatuko dutenak. Abiapuntua honako hau da: unibertsitatea ez da hizkuntza eskola, euskaltegi edo euskal etxe, eta unibertsitate mailako irakaskuntzak hori hartu behar du kontuan, alderdi filologikoak (euskararen historia eta gramatika) hizkuntza-trebetasunen jabekuntzaren gainetik jarriz.

This article presents a proposal based on personal experience about how to teach Basque in any university other than a Basque university. This scheme might be totally or partially accepted –if not completely rejected– by current and future teachers of the Basque language. The starting point is obvious: the university is not a school of languages, an academy or the Basque centre in Buenos Aires. It is my view that, when teaching Basque courses in non-Basque universities, philological aspects (history and grammar of the Basque language) should prevail over language skills acquisition.

 Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies are used and multilingual students are allowed to use the resources in their linguistic repertoire. The specific focus of this article is to examine translanguaging as a pedagogical tool as related to a context wherein Basque is the main language of instruction, but a minority language in society. The article reports the characteristics of a pedagogical intervention based on translanguaging, which aims at developing language awareness, metalinguistic awareness, and communicative and academic competences in Basque, Spanish, and English. Our findings show that pedagogical translanguaging can be compatible with the maintenance and development of a minority language.
KEYWORDS: Basque, English, metalinguistic awareness, multilingual education, Spanish, translanguaging