This dissertation addresses the legal framework and social embedding of the Basque language. As a minority language located between two European states (France and Spain) with different approach towards minority languages, the task of understanding the legal framework of the Basque language and its relationship with the community of speakers is challenging. In fact, this legal framework results in a vast array of legal rules for Basque speakers. This research examines the fundamental and linguistic rights of these minority language speakers (norm users), from international and European legal frameworks to national or regional ones. It carries out a comparative analysis between France and Spain, and between the three Basque regions to examine the legal framework. This doctrinal analysis is complemented by the study of key actors participating in the context and implementation of the legal norms regulating the Basque language. An emphasis is placed on the analysis of the relationship between the legal framework of the Basque language and the Basque society, applying a sociolegal methodology. By focusing on the examples of education and media, this thesis aims to shed light on the relationship between law and context in the case of the Basque language. It displays the tension and collaboration between norm givers and norm users in the case of a minority language. Studying the examples of education and media exposes the difficulties that Basque speakers face, as well as their commitment to the survival of their language. At the same time, progressive legal frameworks for Basque have enabled the creation of linguistic policies favouring the recovery and development of this language, where active collaboration between the three Basque regions is increasing. Ultimately, this research showcases a contextualised understanding of the legal framework of the Basque language, telling the story of this minority language in law.

This volume explores and rearticulates the relationship between language and prejudice. Language plays an important role in the conceptualization, enactment, and defence of prejudice at both the individual and institutional level. Language (and language users) can also be the object of prejudice, and language itself can - with some conditions - be thought of as a solution to prejudice. The chapters in the volume examine how prejudice manifests itself, how it is perceived, and how it might be combatted. Parts I - III cover linguistic prejudices relating to gender and sexuality, ableism, and race and ethnicity, while Parts IV - VI explore social issues, politics and religion, and educational perspectives. The final part looks at projects and initiatives to tackle linguistic prejudice in a range of contexts. While recent work in the field has tended to inadvertently construct knowledge according to normative and Northern epistemologies, this volume features contributions that also provide an understanding of linguistic prejudice from Global South perspectives.

This volume presents state-of-the-art research in early foreign language (L2) education in instructed contexts with a special focus on primary school (ages 5-12). Over the past two decades, early language teaching has become an important factor in both academic inquiry and education policy. Studies have attested to the value of early L2 learning but also revealed specific features and challenges, which highlights the need for more high-quality empirical research. This book addresses this need by presenting current international research on early L2 teaching and learning in regular and CLIL contexts in the primary school setting. Uniting insights from 12 countries, the studies shed light on current issues such as teaching and assessment practice, emerging L2 literacy instruction, teaching materials, and teachers’, parents’ and learners’ perspectives. The volume thus contributes significantly to the advancement of early language education and is an essential resource for researchers and educators in the field.

This volume contains some of the papers there were presented at ACAL 51–52, which was organized virtually at the University of Florida. A couple were accepted for presentation at ACAL 51, which was canceled because of COVID-19. The theme of ACAL 51–52 was \textit{African linguistics: Pushing the boundaries}. There are 18 papers and an introduction: two phonetics papers, five phonology papers, nine syntax papers, one sociolinguistics paper and one typology paper.

Kulturarteko hezkuntza garatzeko Haur Hezkuntzako irakasleei jarraibideak eskaintzea du xede lan honek, Euskal Autonomia Erkidegoko (EAE) testuinguru soziolinguistikoan. 
Haur Hezkuntzako etapa hautazkoa izan arren, haurraren sozializazio-aukeratarako garrantzi berezia duela esan daiteke, eta EAEko testuinguruan, baita umeek euskararekiko, hizkuntza gutxitu gisa, garatu dezaketen atxikimendu eta garapen linguistikorako ere (Diaz-de-Gereñu & Idiazabal, 2024). Horrela, kulturartekotasuna eta hizkuntza-aniztasunaren lanketa bertako hizkuntza gutxituaren irakaskuntzarekin uztartzen dituzten jarraibideak aurkeztuko dira. Horrekin batera, ikastetxearen eta espazioaren antolaketa eraginkorrerako oinarriak zein ikuspegi pedagogiko aproposak ere jasoko dira. Azkenik, irakasleak bere jardunaren kontrola eramatea ahalbidetzeko asmoz, diagnosi-orri eredu bat proposatzen da, baita etengabeko formakuntza pertsonala burutzeko zenbait irizpide ere.

Zumaiaz azterketa ugari egin dira, baina gutxitan izan da euskara muina. Oraingoan euskara eta historia aztertzen dira, elkarren ondoan ipinita. Horretarako beharrezkoa da betaurreko bereziak jartzea, gertaera historikoak beste begi batzuekin begiratzeko. Halaber, betaurrekoak bifokalak izatea komeni da, urrutikoa eta hurrekoa ikusteko balio digutenak: batetik, urrunekoa, inguruari eta garai osoari begiratzeko, gertatu zen hura hobeto ulertzeko; eta bestetik, gertukoa, xehetasunak eta laginak jasotzeko, eta horiek elkarrekin lotuz, bilakaera osorik ikusteko eta ulertzeko.

Pertsona izen multzo txiki batekin, iragan denboretako mintzaira baten nolakotasuna azal ahal daiteke? Banaka hartuta, aztarna horietan atzemandako tasunak ez dira adierazle erabakigarriak, ez dute hizkuntzaren izaera argiro ezaugarritzea ahalbidetzen duen irudi gardena sortzen; batera hartuz gero, aldiz, guztien artean, erromatar garaian, Euskal Herriko eremu zabal batean erabilitako –Akitaniakoaren eta Ebro ibaiaren arrokoaren alor bereko– euskal mintzairaren berri ematen dute, neurri (txiki) batean.

La Diputación Foral de Álava y Euskaltzaindia presentan el trabajo de investigación titulado Toponimia histórica y contacto vasco-románico. Esta obra se centra en el análisis de nombres de lugar en el norte de Valdegovía y Ribera Alta (Álava) y Berberana y la Junta de Villalba de Losa (Burgos), territorios clave para entender la evolución del euskera y el castellano.

Este libro, en palabras del presidente de Euskaltzaindia, Andrés Urrutia, es “un hito sólido para conocer el entendimiento del patrimonio lingüístico”

El estudio ha seleccionado 600 topónimos para un análisis lingüístico profundo. De ellos, casi 300 son de origen vasco, mientras que el resto presentan un alto interés desde la perspectiva del romance.

El libro organiza estos términos alfabéticamente por localidades. 

La investigación concluye que, aunque el romance aparece de forma mayoritaria en fuentes documentales desde su origen, la presencia del euskera es constante, ya que “estaba vivo en algunas comunidades de este ámbito geográfico, al menos hasta el siglo XV”.

This volume brings together empirical research in sociolinguistics that focuses on Arabic and Spanish contact across different geopolitical, sociocultural, and digital spaces. Bridging historical and modern sociolinguistic perspectives, this volume challenges the marginalization of Arabic-Spanish contact as well as Judeo-Spanish in linguistic research, shedding light on the enduring global relevance of the study of these languages and their contexts.

With contributions employing diverse methodologies – quantitative, qualitative, and mixed-methods approaches – this collection examines topics such as multilingualism, identity, language variation, and language ideologies and attitudes. The volume also features research regarding the contemporary sociolinguistic dynamics of Arabic and Spanish in education, familial, and religious contexts. This volume is essential for scholars of sociolinguistics, historical and contemporary linguistics, language policy and planning, and language education. Finally, the volume offers novel insights that expand the field and inspire new directions in Spanish and Arabic linguistics.

In recent years, child-centered research has garnered increasing attention among scholars working with children. However, it remains under-explored within the field of applied linguistics. This gap is partly attributable to the conceptual complexity of the notion itself; “child-centered research” encompasses multiple interpretations, and each significantly shapes research design and implementation. This edited volume offers a collection of reflective essays by leading scholars in the field of additional language learning and teaching with children. The contributors draw on their own research experiences to explore the complexities, ethical dilemmas, and methodological challenges they have encountered. They also propose future directions for the field, emphasizing the importance of engaging more deeply with child-centered approaches. By bringing together voices from diverse research traditions, this book aims to provoke critical discussion and inspire new thinking about research ethics and methodologies among researchers, teacher educators, and postgraduate students alike.