In this bold attempt to challenge readers' assumptions about racial prejudice, JPB Gerald explores how racism and hierarchies of language hinder effective education and harm societies around the world. Through a wide range of interviews with experts in areas ranging from US states generally perceived as being progressive to countries including Finland, Algeria and Japan, the author explores how a centuries-long battle for control of the narrative around race and language continues to be fought across the globe.

The chapters address how racism and harmful linguistic ideologies are perceived, and how these perceptions are influenced and exacerbated by popular culture, which often obscures the reality of intersecting axes of oppression. The book concludes by drawing together the common threads and exploring how readers can challenge and change the narrative.

Recent research has shown that learners’ writing competence is largely grounded in integrated language repertoires. However, disciplinary and multilingual writing remains underexplored, particularly in bilingual contexts where minority, majority and foreign languages coexist. This comparative study investigates how multilingual students from two bilingual regions (the Valencian Community and the Basque Country) perform in science writing across their three languages of schooling (Catalan/Basque, Spanish and English), and how crosslinguistic relationships vary according to learners’ L1s. Drawing on data from two large-scale empirical projects (Arias-Hermoso, R. 2025. “Basque Students' Multilingual Writing of Cognitive Discourse Functions: Analysing Developmental Patterns of Disciplinary Literacies.” Doctoral dissertation, Mondragon University ; Guzmán-Alcón, I. 2023. “The Effect of Intensity of Content and Language Integrated Learning Programmes on Students’ Multilingual Writing.” Doctoral Dissertation, Universitat Jaume I., over 900 primary and secondary education science texts are analysed through holistic rubrics. Results show correlations across language performances, particularly among bilingual L1 learners and in the Basque sample. Valencian students with Catalan-Spanish L1 backgrounds demonstrated the highest cross-linguistic consistency. Qualitative analyses revealed parallel discourse organisation and cohesion mechanisms. Findings evidence shared rhetorical repertoires in the three languages and advocate for integrated approaches to teaching disciplinary writing across all languages of schooling. The study contributes to multilingual education models recognising the interconnected nature of learners’ linguistic repertoires, including minority languages.

Lan honen asmoa da euskal testu klasikoek hezkuntzan eta, batez ere, hizkuntzaren didaktikan izan beharko luketen lekua aldarrikatzea eta ikasleen hizkuntza maila hobetzeko tresnatzat aurkeztea. Horretarako Agustin Iturriagaren Fábulas y otras composiciones en verso vascongado dialecto guipuzcoano con un diccionario vasco-castellano de las voces que son diferentes en los diversos dialectos (1842) liburuaren edizioa paratu da, ortografia gaurkotuan eta ohar argigarriekin, Lehen eta Bigarren Hezkuntzako ikasleek erabili ahal izateko.

Edizioarekin batera, hiztegia osatu dut Iturriagaren testuetan agertzen diren hitz dialektalekin eta erabilera murriztua dutenekin. Era berean, esamolde, lokuzio eta errefrauak ere bildu ditut, ikasleen euskara maila hobetzeko eta adierazkortasuna handitzeko iturri izan daitezen.

Basque (Euskera) and Spanish are two languages in contact in the Basque Country. One linguistic aspect both languages diverge in is grammatical gender agreement: while Spanish produces grammatical gender agreement, Basque does not. Interestingly, some western Basque varieties have been reported to exhibit Spanish-style gender marking with some adjectives derived from Spanish and only in oral production. However, no empirical study has corroborated this observation. Thus, with the aim of delimiting the (in)existence of grammatical gender agreement in Basque, this project triangulates the production of and attitudes towards grammatical gender use with 20 Ondarroa Basque speakers (a western Basque variety belonging to the province of Bizkaia). Results suggest that Spanish-style grammatical gender agreement is possible with Spanish-originated and Basque adjectives, and that it is perceived as natural, respectful, and part of Basque.

Translanguaging, the dynamic and flexible use of multilingual speakers’ full linguistic repertoires, is increasingly recognized as a powerful tool for fostering intercultural awareness and communication (Papadopoulos 2022; Zhu 2015). This study investigates its implementation in two contrasting educational settings, the Basque Country and Argentina. Using a comparative qualitative case study design, it examines how sociolinguistic, cultural, and institutional factors influence translanguaging practices in each context. While translanguaging facilitates deeper understanding, cross-cultural collaboration, and richer interaction, comparative research across diverse geopolitical and educational settings remains scarce. Addressing this gap, the paper analyzes not only the strategies employed but also their implications for learner identity and inclusive pedagogy (Otheguy, García and Reid 2015). Findings reveal that in the Basque Country, translanguaging is frequently embedded within formal policy frameworks, whereas in Argentina it emerges more informally through teacher-driven initiatives. These contrasts underscore the need to account for context-specific dynamics when designing and implementing translanguaging pedagogies.

Gizakiok komunikatzen garenean hainbat elementu jarri ohi dugu martxan eta txikitan jabekuntzaprozesu batetik igarotzen gara, non ditugun erreminta ezberdinak erabiltzen ikasten dugun. Ikerketahonen helburua da lehen hizkuntza euskara duten lau haurrek erabiltzen dituzten komunikazio elementujakin batzuk deskribatzea, beren bizitzako lehen urteetan. Zehazki, aztertutako komunikazio elementuakhauek izan dira: Ahozko Ekoizpen Komunikatiboak (AEKak), keinuak eta begiradak; bai banaka, bai etadenbora¿tarte berean gertatzen direnean ere (multimodalitatea). Horretarako, luzetarako azterlana gauzatuda eta datuak behaketa naturalistaren bidez jaso dira. Emaitzen artean, hurrengoak daude: (1) AEKen etakonbinazioen kopuruak gora egiten du haurrak adinean aurrera egin ahala, (2) iraupenari dagokionez,AEKak eta objektuari zuzendutako begiradak iraupen luzeagoa dute haurrak adinean aurrera eginahala. Aitzitik, haurrak adinean aurrera egin ahala iraupena murrizteko joera dute erakusteko edotaemateko keinuek, keinu hunkigarriek, keinu adierazgarriek, heldu-erreferenteari zuzendutakobegiradek eta beste gauza batzuei zuzendutako begiradek. Horrez gain, keinu eta hizketarenarteko gainjartzeen iraupenaren proportzioa hazi egiten da haurrak adinean aurrera egin ahala.

Argitaratu da e-Hizpide aldizkariaren 107. zenbakia. Zenbakia sei artikuluz dago osatua eta hauek dira jorratzen diren gaiak:

Ebaluazio formatiboaren zeregina euskararen irakaskuntzan: erregulazioaren eta ikaskuntza autonomoaren artean / Juan G. Fernández Fernández

Hezkuntza-erakundeak hobetzea: etengabe ikasten duten profesionalak eta erakundeak / Joaquín Gairín Sallán

Entzumen-desgaitasuna duten ikasleei irakastea: ikerketatik hezkuntza-praktikara / Diego Paniagua Martín

Desgaitasun intelektuala duten pertsonek euskara ikasteko garapen informatikoa / Entzi Zubiri Ibarrondo eta Ana Alkain Arakama

“Zurekin hizketan”: filosofia audioak grabatuz zuzentzea / Consuelo Allué Villanueva, Daniel Cassany Comas

Euskarazko komunikazio egokia: euskara idatziaren zuzentasuna / Ander Altuna Gabiola

Tarteko ebaluazio hau Hizkuntza Politikarako Sailburuordetzak (HPS) enkargatu dio SIADECO Ikerketa Elkarteari, Euskal Autonomia Erkidegoko sektore publikoan euskararen erabilera normalizatzeko VII. Plangintzaldiaren erdiko egoera aztertzeko helburuarekin.

Ebaluazioaren xedea izan da:

- Euskararen Plan Estrategikoa onartua duten erakunde publikoen hizkuntza-kudeaketa eta erabilera-maila ebaluatzea.

- Oraindik onartu ez duten erakundeen ezaugarriak aztertzea.

- Oro har, sektore publiko osoan euskararen normalizazioaren indarguneak, ahulguneak eta joerak azaleratzea, politika publikoen koherentzia eta eraginkortasuna neurtzeko.

Horretaz gain, Eusko Jaurlaritzak emandako informazioarekin, herri erakundeetan ezarrita dauden hizkuntza eskakizunen egiaztatze mailaren datuak ere aztertu dira, txosten honen bigarren atalean.

Esku artean duzun BAT aldizkariaren 137. zenbaki honek euskal soziolinguistikaren gaurkotasunaren argazki bizia eskaintzen du. Edizio hau berezia da, funtsean, Txillardegi-Haurnartu soziolinguistika sariek (2025) utzitako uztari bide ematen diolako. Sari hauek, Jose Luis Alvarez Enparantza Txillardegi zenaren oroimenez eta haren bultzada intelektualari jarraiki, ikerlarien begiradak plazaratzeko gune ezin hobea bilakatu dira, gure diziplina zientzia huts izatetik gizarte-eragile izatera igarotzeko lanean.

Zuk, zergatik ez? Hizkuntza hautua finantza-entitateen zerbitzu digitaletan
Ainhoa Delgado Iriondo

Hirigune frantses batean euskaraz ikastearen oxymorona: Baionako Estitxu Robles Kolegioaren kasua
Kimetz Perez-Harispe

Irakaslegaiak euskararen sistole: bizi a(ha)la iraun? Euskal Herrian euskararen transmisioan gako izango direnen azterketa
Mikel Gartziarena San Policarpo

Euskararen erabileraren definizio berri baterantz: komunikaziotik ikas dezakeguna
Josu Amezaga Albizu, Ane Martinez Juez, Libe Mimenza Castillo, Naroa Burreso Pardo

Genero- eta hizkuntza-praktiken txirikorda kirolean. Pasaiako hiru kirol-klubekin egindako ikerketa etnografikoa
Nahia Urdalleta Azpiolea, Markel Laskurain Arrese-igor

Research into affective factors in language learning has gained momentum as these factors are essential for language acquisition, student wellbeing, and mental health. Language Anxiety (LA), particularly Classroom Language Anxiety (CLA), affects students who face peer evaluation during communication. While gender influences language classroom dynamics, its role in CLA remains unclear and needs further investigation. This study examines CLA patterns across three gender groups (girls, boys, and non-binary students) and explores learners’ perceptions in the Basque Country's multilingual educational context. A mixed-methods exploratory study using a Convergent Parallel design was conducted, grounded in critical educational research. Participants included 495 students (aged 14–19) and 15 language teachers. Quantitative data were collected using a background questionnaire and the Communicative Language Anxiety Scale (CLAS), while qualitative data came from focus group interviews. Results show significant gender differences in students’ CLA experiences, shaped by linguistic and sociocultural factors. Findings reveal complex relationships between CLA and gender, language-specific patterns, and classroom dynamics that influence these experiences. The study highlights the need to incorporate queer perspectives, understand language anxiety through a gender lens, and implement supportive teaching practices that challenge traditional gender concepts in multilingual contexts. These findings offer important implications for language educators and policymakers.