Journal articles on the topic 'Basque language – Social aspects'
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1
Ciordia, Alejandro. "LESS DIVIDED AFTER ETA? THE EVOLUTION OF IDEOLOGICAL CLEAVAGES IN THE BASQUE ENVIRONMENTAL FIELD, 2007–2017." Mobilization: An International Quarterly 26, no. 2 (June 1, 2021): 217–36. http://dx.doi.org/10.17813/1086-671x-26-2-217.
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The Basque Country has traditionally been considered a strongly polarized political community. The influence of the center-periphery cleavage and the shadow of political violence have conditioned many aspects of social life, including relations among civic organizations. Previous literature suggests that differences in organizations’ national identities and/or position towards ETA’s (Euskadi ta Askatasuna, or Basque Country and Freedom in the Basque language) violence have often acted as cleavages fragmenting collective action fields. This research examines whether this picture changed substantially after ETA’s abandonment of violence in 2011 by taking the environmental field as a case study and looking at the evolution of patterns of interorganizational collaboration between 2007 and 2017. The results of statistical network analyses show that both Basque nationalism and ideological positions towards ETA’s use of violence had a strong influence on organizations’ decisions to collaborate with one another up to 2011, whereas during the more recent postconflict period, collaboration seems to occur in a more pluralistic and less ideologically driven fashion.
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Martínez Areta, Mikel. "Towards a History of Basque Anthroponymy." Anuario del Seminario de Filología Vasca "Julio de Urquijo" 50, no. 1/2 (September 13, 2021): 301–41. http://dx.doi.org/10.1387/asju.22867.
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In this paper, a short history of Basque anthroponymy is made, starting from Antiquity and going through the Roman period, the Middle Ages, the Modern Age and the Contemporary Age. For each of these periods, the stock of the most frequent person names is presented, by synthesizing a variety of works by other authors, who in turn depend on the kind of sources that we have for each period. As in other parts of Europe, an autochthonous repertoire of anthroponyms dominates until the 11th century, either of Aquitanian/Basque etymology or borrowed (mainly from Romance), but deep-rooted in the Basque-speaking areas and particularly in the Kingdom of Pamplona. From the 11th century, the centralizing reforms undertaken by the Catholic Church brought about a gradual substitution of those ancient person names by some others taken from saints, evangelists, characters of the New Testament, a tendency brought to the extreme by the previsions fostered by the Council of Trent. However, as any other European language, Basque developed vernacular versions of these names, as well as an ample array of hypocoristic variants, in which the autochtonous processes of the language such as suffixation, palatalization, etc., are profusely employed. As against some previous accounts of Basque anthroponymy, which have focused exclusively on the analysis of separate anthroponymic units (basically idionyms and patronyms), this paper aims at a global description of the anthroponymic system, considering also social aspects like the development of naming structures as a whole (e.g. idionym + patronym + toponym), and the motivation for giving children particular names (according to relatives, ancestors, patron saints, calendars…).
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Grad Fuchsel, Hector, and Luisa Martín Rojo. "“Civic” and “ethnic” nationalist discourses in Spanish parliamentary debates." Journal of Language and Politics 2, no. 1 (December 31, 2002): 31–70. http://dx.doi.org/10.1075/jlp.2.1.04gra.
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Parliamentary debates on the definition of the nation-state and national identities are a very revealing discursive domain of tracing the cues of the social construction of this category. Integrating social-psychological and discourse analyses, this article studies how Spanish nationalism interacts with the most influential regional (Catalonian and Basque) nationalisms in the Spanish Parliament in Madrid, and in the regional Parliaments of Catalonia and the Basque Country. The study is based on a two-dimensional framework, which characterises nationalist cultures in terms of their Institutional Status (“established” vs. “rising” nationalism), and in terms of the Basic Assumptions (“civic” vs. “ethnic” aspects in the social representation of the nation — Smith, 19986, 1991). According to the conceptual framework, each of these nationalisms represents a different combination of “established” (Spanish) or “rising” (Basque and Catalonian) Institutional Status as well as of “civic” (in Catalonia) or “ethnic” (Spanish and the Basque) Basic Assumptions (Grad, 1999). The study shows that, in these parliamentary contexts, the Institutional Status and the Basic Assumptions not only configure different nationalist positions, but also configure distinct “discursive formations” — reflected in interactional dynamics (of inclusion vs. exclusion, compatibility vs. incompatibility, and consensus vs. conflict relations) — between the different national projects and identities. These discourses belong to an “enunciative system” including systematic subject (the dominant national identity), system of references (or referential) terms to denote national categories or supra-regional — Spain, Spanish State, Basque Country, Catalonia — that serve to distinguish between national in-group and out-group, and clearly differ in extent and connotations in established and rising national codes), as well as associated fields (more ascriptive membership criteria, rigid group boundaries, requirement of internal homogeneity, restrictive referent and extension of the “us” in the ethnic than in civic codes), and materiality (strategies of discursive polarisation, especially salient in the Basque Country parliamentary discourse, which both indicate less compatibility between identities and aim to delegitimise dissent with regard to national referents and goals). Finally, in parliaments where ethnic codes are confronted (Spanish and Basque) politeness is impaired, there is a higher degree of controversy, and the strategies of delegitimisation constitute strong face-threatening acts which endanger the “tacit contract” of the parliamentary interactions. In this regard, ethnic centralist and independentist political positions make harder the compatibility between national identities than civic regional-nationalist and federal proposals. Recent confrontations between Spanish and Basque national positions seem to confirm the patterns found in this analysis.
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Fernandez de Landa, Joseba, Rodrigo Agerri, and Iñaki Alegria. "Large Scale Linguistic Processing of Tweets to Understand Social Interactions among Speakers of Less Resourced Languages: The Basque Case." Information 10, no. 6 (June 13, 2019): 212. http://dx.doi.org/10.3390/info10060212.
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Social networks like Twitter are increasingly important in the creation of new ways of communication. They have also become useful tools for social and linguistic research due to the massive amounts of public textual data available. This is particularly important for less resourced languages, as it allows to apply current natural language processing techniques to large amounts of unstructured data. In this work, we study the linguistic and social aspects of young and adult people’s behaviour based on their tweets’ contents and the social relations that arise from them. With this objective in mind, we have gathered over 10 million tweets from more than 8000 users. First, we classified each user in terms of its life stage (young/adult) according to the writing style of their tweets. Second, we applied topic modelling techniques to the personal tweets to find the most popular topics according to life stages. Third, we established the relations and communities that emerge based on the retweets. We conclude that using large amounts of unstructured data provided by Twitter facilitates social research using computational techniques such as natural language processing, giving the opportunity both to segment communities based on demographic characteristics and to discover how they interact or relate to them.
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Camino, Iñaki. "On continental Basque dialects and some aspects of their chronology." Dialectologia et Geolinguistica 29, no. 1 (November 1, 2021): 107–35. http://dx.doi.org/10.1515/dialect-2021-0007.
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Abstract The aim of this study was to analyze the innovations of the Basque in the Salazar Valley, which is located in northeastern Navarre, and compare them with those of the Continental Basque Country in order to try to obtain chronological and geolinguistic information on the innovations of the wide eastern Basque Country. To achieve my purpose, I drew upon descriptions of the Basque dialect spoken in the Salazar Valley. This study analyzed texts dating from the 16th, 17th, 18th and 19th centuries from the Continental Basque Country as well as samples from the last two centuries from the Navarrese Pyrenees. The data collected from this region were examined with regard to the behavior of the isoglosses within the Continental Basque Country in earlier stages. I examined innovations with particular attention to what geographical diffusion model they showed and how far they spread. In addition, I analyzed what isogloss boundaries are recurrent and what innovations were transferred from the Pyrenees toward Navarre. I found that the Basque spoken in Lower Navarre has undergone change that has spread toward Labourd. Regarding contact with other dialects, it shares features with Labourdin to the west, and with Souletin to the east. On the assumption that Lower Navarre and Labourd have recently converged, a future hypothesis to test would be whether Lower Navarre merged with Soule in earlier stages.
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Delgado, Ander. "Spanish Migrants in Basque Social Science Textbooks from the Late Franco Era to the Transition to Democracy." Journal of Educational Media, Memory, and Society 9, no. 1 (March 1, 2017): 100–117. http://dx.doi.org/10.3167/jemms.2017.090106.
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In this article I explore the ways in which migrants from other parts of Spain to the Basque Country are portrayed in Basque social science textbooks published in the Basque Country between the end of Franco’s dictatorship and the period of the transition to democracy. I elucidate the role attributed to immigrants, who were culturally and linguistically distinct from Basque society, by educators concerned about the survival of Basque culture and the Basque language. In addition, the article addresses strategies proposed by members of the Basque education sector and adopted in order to facilitate integration during this period.
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Romera, Magdalena, and Gorka Elordieta. "Information-Seeking Question Intonation in Basque Spanish and Its Correlation with Degree of Contact and Language Attitudes." Languages 5, no. 4 (December 14, 2020): 70. http://dx.doi.org/10.3390/languages5040070.
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The present study analyzes the prosodic characteristics of the variety of Spanish in contact with Basque (in the Basque Country, Spain). We focus on information-seeking yes/no questions, which present different intonation contours in Spanish and Basque. In Castilian Spanish, these sentences end in a rising contour, whereas in Basque, they end in a falling or rising–falling circumflex contour. In our previous work, this topic was investigated among the urban populations of Bilbao and San Sebastian. The results were that 79% of information-seeking yes/no questions had final falling intonational configurations. All the speakers presented a substantial presence of final falls regardless of their linguistic profile, but there were differences among speakers in the degree of presence of such features. A correlation was observed between the dependent variable of ‘frequency of occurrence of final falls in absolute interrogatives’ and social factors, such as ‘degree of contact with Basque’ and ‘attitudes towards Basque and the Basque ethnolinguistic group’. The correlation was that the higher the degree of contact with Basque and the more positive the attitudes towards Basque and the Basque ethnolinguistic group, the greater the frequency of occurrence of final falling intonational contours in information-seeking absolute interrogatives. The interpretation of this correlation was that the adoption of the characteristic Basque prosody allows speakers to be recognized as members of the Basque community. In the present study, we focused on rural areas. Falling intonational contours at the end of information-seeking absolute interrogatives were even more common than in urban areas (93.4%), and no correlation was found with degree of contact with Basque and with attitudes towards Basque. Our interpretation is that in rural areas the presence of Basque in daily life is stronger, and that there is a consolidated variety of Spanish used by all speakers regardless of their attitudes. Thus, the adoption of intonating features of this language is not the only indicator belonging to the Basque ethnolinguistic group. Our study reveals the great relevance of subjective social factors, such as language attitudes, in the degree of convergence between two languages.
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Krajewska, Dorota. "Resultatives in Basque: A Diachronic Study." Lingua Posnaniensis 54, no. 2 (December 1, 2012): 55–67. http://dx.doi.org/10.2478/v10122-012-0014-0.
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ABSTRACT Dorota Krajewska. Resultatives in Basque: A Diachronic Study. Lingua Posnaniensis, vol. LIV (2)/2012. The Poznań Society for the Advancement of the Arts and Sciences. PL ISSN 0079-4740, ISBN 978-83-7654-252-2, pp. 55-67. This paper deals with several aspects of the diachrony of Basque resultative constructions. In present day Basque, resultatives can be used with perfect-like meaning. The goal of this paper has been thus to study the development of the non-resultative uses of resultative constructions. To this end, the diathesis types of resultative and the meanings the construction may convey are studied in a corpus of 17th to 20th century texts. It has been found that in the time span covered by the study, new diathesis types are introduced and two new meanings develop: perfect and experiential.
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ZAWISZEWSKI, ADAM, EVA GUTIÉRREZ, BEATRIZ FERNÁNDEZ, and ITZIAR LAKA. "Language distance and non-native syntactic processing: Evidence from event-related potentials." Bilingualism: Language and Cognition 14, no. 3 (November 15, 2010): 400–411. http://dx.doi.org/10.1017/s1366728910000350.
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In this study, we explore native and non-native syntactic processing, paying special attention to the language distance factor. To this end, we compared how native speakers of Basque and highly proficient non-native speakers of Basque who are native speakers of Spanish process certain core aspects of Basque syntax. Our results suggest that differences in native versus non-native language processing strongly correlate with language distance: native/non-native processing differences obtain if a syntactic parameter of the non-native grammar diverges from the native grammar. Otherwise, non-native processing will approximate native processing as levels of proficiency increase. We focus on three syntactic parameters: (i) the head parameter, (ii) argument alignment (ergative/accusative), and (iii) verb agreement. The first two diverge in Basque and Spanish, but the third is the same in both languages. Our results reveal that native and non-native processing differs for the diverging syntactic parameters, but not for the convergent one. These findings indicate that language distance has a significant impact in non-native language processing.
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Cenoz, Jasone, and Jose F. Valencia. "Additive trilingualism: Evidence from the Basque Country." Applied Psycholinguistics 15, no. 2 (April 1994): 195–207. http://dx.doi.org/10.1017/s0142716400005324.
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ABSTRACTThis research examines the influence of bilingualism on third language learning in a bilingual community, the Basque Country. The English-language achievement of students instructed through the majority (Spanish) and the minority (Basque) languages in the Basque Country was measured. In addition, other cognitive, sociostructural, social psychological, and educational variables were also included in the study. Several sets of regression analyses were carried out to analyze the role of bilingual education. The results indicated that bilingualism and several other variables (intelligence, motivation, age, and exposure) were good predictors of English-language achievement. This research suggests, then, that immersion in the minority language for Spanish-speaking students and school reinforcement of the native language for Basque-speaking students have positive linguistic outcomes.
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Etxebarria, Aintzane, Aitor Iglesias, Naia Eguskiza, and Lorea Unamuno. "An Educational Project Based on the YouTuber Phenomenon for the Development of a Minority Language." Sustainability 14, no. 10 (May 20, 2022): 6242. http://dx.doi.org/10.3390/su14106242.
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In the Basque Autonomous Community (BAC), the “Basic Law on the normalization of the use of Basque” (law 10/1982, of 24 November) establishes that Basque citizens have the right to express themselves in either of the two official languages (Basque and Spanish), and to receive instructions in both languages. Therefore, the Faculties of Education must train future teachers to be able to teach and communicate in the Basque language. However, data from the last VI sociolinguistic survey (2016) tell us that 33.9% of the population aged 16 and over living in the BAC is Basque-speaking, but balanced bilinguals who express themselves with the same fluency in both Basque and Spanish make up only 29.3% of Basque speakers. In a study on linguistic customs in the academic field carried out on a group of future primary education teachers, it was observed that although Basque is the language they will teach in the schools of the BAC, it is not their main language of communication. Given this situation, it was deemed necessary to introduce the use of technology to promote the use of Basque. To this end, a project was designed and implemented, involving the intensive use of the social network YouTube. This paper presents the results of the data generated in this didactic experiment at the university level.
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Kovalchuk, M. "Basque separatism vs Catalan independence movement: socio-cultural aspects." Cuadernos Iberoamericanos, no. 1 (March 28, 2019): 33–38. http://dx.doi.org/10.46272/2409-3416-2019-1-33-38.
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The current situation in Spain is characterized by the confrontation of two movements known as «independence movement» and «separatism». Both the Basque region and Catalonia have their own language, culture and a long history of the development of isolation tendencies. However, the objectives and the ways to achieve them have been different for a long time. In order to preserve the sociocultural unity of Spain it is necessary to eliminate the factors that that prevent people from finding the solution to the conflict, and the most important thing is to initiate dialogue, reach a compromise and be ready to stand by the words. It is difficult to imagine that any part will be separated from Spain from the economic point of view and, above all, socio-cultural, because the majority of Spanish population considers Spain as a strong and united State.
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Kotenko, Valentyna. "Correr la lengua: el fenómeno de la Korrika." Estudios Hispánicos 27 (January 29, 2020): 39–52. http://dx.doi.org/10.19195/2084-2546.27.5.
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To run the language: The phenomenon of KorrikaThe article deals with the peculiarities of the phenomenon of modern Spanish sports discourse, which is studied as an entity clearly defined by sociocultural peculiarities. Particularly, it highlights the modern Basque linguistic situation and its minority language position. We describe Korrika, which is a race organised in the Basque Country with the objective of promoting awareness in favour of the Basque language and raising funds to support it. This study shows the connection between language and sports as social phenomena. The article describes the topics and significance of Korrika, the methods of its physical realisation in space, and its main themes. We also give examples of the slogans of different editions, mention the participants’ profile and highlight its multidimensional nature in terms of traditional Basque cultural events taking place during the days
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Urla, Jacqueline. "Ethnic Protest and Social Planning: A Look at Basque Language Revival." Cultural Anthropology 3, no. 4 (November 1988): 379–94. http://dx.doi.org/10.1525/can.1988.3.4.02a00030.
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Lorenzoni, Anna, Mikel Santesteban, Francesca Peressotti, Cristina Baus, and Eduardo Navarrete. "Language as a cue for social categorization in bilingual communities." PLOS ONE 17, no. 11 (November 2, 2022): e0276334. http://dx.doi.org/10.1371/journal.pone.0276334.
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This registered report article investigates the role of language as a dimension of social categorization. Our critical aim was to investigate whether categorization based on language occurs even when the languages coexist within the same sociolinguistic context, as is the case in bilingual communities. Bilingual individuals of two bilingual communities, the Basque Country (Spain) and Veneto (Italy), were tested using the memory confusion paradigm in a ‘Who said what?’ task. In the encoding part of the task, participants were presented with different faces together with auditory sentences. Two different languages of the sentences were presented in each study, with half of the faces always associated with one language and the other half with the other language. Spanish and Basque languages were used in Study 1, and Italian and Venetian dialect in Study 2. In the test phase, the auditory sentences were presented again and participants were required to decide which face uttered each sentence. As expected, participants error rates were high. Critically, participants were more likely to confuse faces from the same language category than from the other (different) language category. The results indicate that bilinguals categorize individuals belonging to the same sociolinguistic community based on the language these individuals speak, suggesting that social categorization based on language is an automatic process.
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Alberdi-Larizgoitia, Xabier. "Forms of address in Basque." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 28, no. 3 (August 27, 2018): 303–32. http://dx.doi.org/10.1075/prag.00009.alb.
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Abstract The aim of this article is twofold: first, to analyze and characterize forms of address in present-day Basque from a linguistic and sociolinguistic point of view, and, second, to underscore some of the distinctive features that make Basque interesting with regard to address. This work characterizes forms and systems of address in Basque based on two main factors: second-person pronouns and allocutivity. Five types are proposed depending on dialectal variety, and the existing differences in each of these systems are described. This article aims to fill a gap in Basque studies by analyzing modes of address in present-day Basque as a whole and going beyond mere grammatical analysis: previous studies are rather partial and confusing in terms of linguistic description, dialectal distribution and social usage (hierarchy among modes of address); in contrast, this article, based on extensive field work, gives an account of the different address systems according to the dialect and shows the sociopragmatic value (i.e., level of formality or politeness and personal distance) that each mode of address acquires in its system. The article will also highlight some of the distinctive linguistic features that make Basque interesting with regard to address. Forms of address in Basque display strong similarities with those in other languages in terms of the pronominal system and its historical development, yet they also show some distinctive features, namely: verbal allocutivity, which presents the speaker-hearer axis; gender differences in verb forms for familiar address; and the grammaticalization of expressive palatalization in the case of the xu form of address (xu being an expressive variant of the polite pronoun zu). Current trends towards simplification of the systems of address are also discussed, as is the existence of groups of speakers who use a simplified system.
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AGIRREAZKUENAGA ZIGORRAGA, IÑAKI, and EUNATE PRIETO ETXANO. "EUSKARA ERABILTZEKO EUSKALDUNON ESKUBIDEA: EUSKAL AUTONOMIA ERKIDEGOAN, NAFARROAN ETA IPAR EUSKAL HERRIA." RVAP 83, no. 83 (April 1, 2009): 15–43. http://dx.doi.org/10.47623/ivap-rvap.83.2009.01.
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¿Cuál es la realidad de los derechos lingüísticos de quienes quieren
utilizar el euskera en la Comunidad Autónoma del País Vasco, en la Comunidad
Foral de Navarra y en el País Vasco francés? Es evidente que los efectos jurídicos del
reconocimiento como oficial o no del euskera en cada uno de los territorios de Euskal
Herria, lleva aparejado un estatus distinto de los derechos lingüísticos de que
gozan los ciudadanos en el uso del euskera y en su incorporación al ámbito educativo
obligatorio. En el presente trabajo se analiza todo ello, desde el examen de la
realidad de los datos sociolingüísticos y la normativa jurídica aplicable. Zein tzuk dira euskaldunen hizkun tza-eskubideak, Euskal Autonomia
Erkidegoan, Nafarroan eta Ipar Euskal Herrian? Agerikoa da, Euskal Herriko
lurralde bakoi tzean, euskara ofizial tzat aitor tzearen ala ez aitor tzearen ondorio juridikoak,
biztanleen hizkun tza-eskubideen estatus ezberdina dakarrela euskararen
erabileran eta derrigorrezko hezkuntza-esparruan. Lan honetan hori guztia aztertzen
da, datu soziolinguistikoek erakusten diguten errealitatetik abiatuz eta ezargarria
den araudia ikertuz. Which is the real situation of the linguistic rights of those who want
to use the Basque language in the Autonomous Region of the Basque Country, Navarre
and the Northern Basque Country? It¿s clear that the legal effects of recognising
¿or not recognising¿ Basque as an official language in each of the territories of
the Basque Country will have a different impact on the status of the language rights
that the citizens will be able to enjoy, both in terms of the use of the language, as
well as the consequent inclusion of Basque as a subject in the mandatory education.
This essay will analyse all these aspects, based on the study of sociolinguistic
data and the current law.
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Ruiz-Vieytez, Eduardo J. "Regional Citizenship and the Evolution of Basque Immigration and Integration Policies." European Yearbook of Minority Issues Online 13, no. 1 (May 22, 2016): 79–100. http://dx.doi.org/10.1163/22116117_01301005.
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Immigration policies are of great significance for minority nations, like the Basque Country. Basque nationalism is inclusive and civic; through regional institutions, it has created an informal citizenship with a strong social foundation. This regional citizenship, despite some limitations on regional powers, embraces immigrants by offering social rights to all in order to promote integration in a Basque nation in which identities are not clearly defined. From a technical and legal perspective, there is no specific or separate regional citizenship that could be created by regional institutions in the Basque Country. From a political perspective, however, the principle of inclusive citizenship incorporated by regional policies has played a significant role in the integration process. This trend is similar to the situation in Scotland although it differs slightly from the cases of Catalonia and Quebec, nations in which language is a strong marker of identity.
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Lorenzoni, Anna, Mikel Santesteban, Francesca Peressotti, Cristina Baus, and Eduardo Navarrete. "Dimensions of social categorization: Inside the role of language." PLOS ONE 16, no. 7 (July 12, 2021): e0254513. http://dx.doi.org/10.1371/journal.pone.0254513.
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The present pre-registration aims to investigate the role of language as a dimension of social categorization. Our critical aim is to investigate whether language can be used as a dimension of social categorization even when the languages coexist within the same sociolinguistic group, as is the case in bilingual communities where two languages are used in daily social interactions. We will use the memory confusion paradigm (also known as the Who said what? task). In the first part of the task, i.e. encoding, participants will be presented with a face (i.e. speaker) and will listen to an auditory sentence. Two languages will be used, with half of the faces always associated with one language and the other half with the other language. In the second phase, i.e. recognition, all the faces will be presented on the screen and participants will decide which face uttered which sentence in the encoding phase. Based on previous literature, we expect that participants will be more likely to confuse faces from within the same language category than from the other language category. Participants will be bilingual individuals of two bilingual communities, the Basque Country (Spain) and Veneto (Italy). The two languages of these communities will be used, Spanish and Basque (Study 1), and Italian and Venetian dialect (Study 2). Furthermore, we will explore whether the amount of daily exposure to the two languages modulates the effect of language as a social categorization cue. This research will allow us to test whether bilingual people use language to categorize individuals belonging to the same sociolinguistic community based on the language these individuals are speaking. Our findings may have relevant political and social implications for linguistic policies in bilingual communities.
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Antón, Eneko, and Jon Andoni Duñabeitia. "¡Hola! Nice to Meet You: Language Mixing and Biographical Information Processing." Brain Sciences 11, no. 6 (May 26, 2021): 703. http://dx.doi.org/10.3390/brainsci11060703.
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In bilingual communities, social interactions take place in both single- and mixed-language contexts. Some of the information shared in multilingual conversations, such as interlocutors’ personal information, is often required in consequent social encounters. In this study, we explored whether the autobiographical information provided in a single-language context is better remembered than in an equivalent mixed-language situation. More than 400 Basque-Spanish bilingual (pre) teenagers were presented with new persons who introduced themselves by either using only Spanish or only Basque, or by inter-sententially mixing both languages. Different memory measures were collected immediately after the initial exposure to the new pieces of information (immediate recall and recognition) and on the day after (delayed recall and recognition). In none of the time points was the information provided in a mixed-language fashion worse remembered than that provided in a strict one-language context. Interestingly, the variability across participants in their sociodemographic and linguistic variables had a negligible impact on the effects. These results are discussed considering their social and educational implications for bilingual communities.
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Etxebarria, Maitena. "Lexical variation and bilingual education in the Basque country." Spanish in Context 11, no. 1 (May 12, 2014): 50–75. http://dx.doi.org/10.1075/sic.11.1.03etx.
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The present research aims at describing and gaining knowledge about the lexical availability in Spanish in a sample of students of the Basque Country, categorized according to the model of bilingual education they have attended. The Basque Autonomous Community (henceforth BAC) establishes a frame of two official languages: Basque and Spanish. In order to fulfill this legal precept, one of the tasks of the public authorities of the Basque Country is well-defined: to assure the general knowledge of both languages, adopting the appropriate measures for such a purpose. The fact of both languages being co-official makes it necessary to analyze the situation of bilingual education from the moment it was established. This will permit us to know whether the bilingual school model our young population has attended influences the lexical variety in their speech production in Spanish; specifically, their production in social contexts. The measuring method used here is based on the common model for measuring lexical availability, that is, the words that first come to mind are the ones that are most available.
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Korta, Kepa, and Larraitz Zubeldia. "The evidential and doxastic dimensions of the Basque particle bide." Evidentiality and the Semantics-Pragmatics Interface 29 (December 31, 2015): 41–60. http://dx.doi.org/10.1075/bjl.29.02kor.
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Two kinds of meanings are usually associated to the Basque particle bide.1 On the one hand, it has been taken to point to the indirect nature of the speaker’s evidence for the truth of the proposition put forward. According to this view, it would be a sort of inferential particle. On the other hand, bide has been associated to the expression of a certain degree of belief or certainty on the truth of the proposition. This double dimension of bide resembles various aspects of the meaning and use of another Basque particle – omen. The morpho-syntactic behaviour of these two particles is practically identical, and their semantics and pragmatics invite a close comparison. Thus, starting from our conclusions regarding omen, we explore the similarities and differences between both particles. We find two main differences. First, bide encodes a doxastic dimension that is absent from the semantic meaning of omen. And, second, bide can be taken to be an illocutionary force indicator that does not contribute to the proposition expressed, while omen does contribute to the truth-conditions of the utterance.
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Apodaka, Eduardo, and Jordi Morales. "Language Governance in the Basque Autonomous Community: neoliberal rationality and community claims." Athenea Digital. Revista de pensamiento e investigación social 21, no. 1 (January 26, 2021): 2667. http://dx.doi.org/10.5565/rev/athenea.2667.
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Romeo-Gurruchaga, María, Jorge Otaegi, and Iñigo Rodríguez-Vidal. "New Temporary Public Housing Typology in the Basque Country: A Legislative and Design Response to the New Requirements of the 21st Century Society." Architecture 3, no. 1 (December 27, 2022): 33–55. http://dx.doi.org/10.3390/architecture3010002.
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The Administration of the Basque Country has been responsible for public housing since 1981. Since then, more than 104,000 protected housing units have been built for 2,200,000 inhabitants, 34,000 of which have been directly promoted by the Basque Government. To better adapt its policies to the requirements of a new contemporary society, the Housing Department of the Basque Government has developed a new Habitability Decree in 2022. This Decree aims to update housing to the new ways of living in Basque society and to incorporate new social requirements regarding housing, such as universal accessibility, gender perspective, productive housing, and remote work, while trying to open new ways to improve flexibility of the housing stock. This article analyses some of the key aspects of the new Decree and one of the newly regulated typologies for temporary housing aimed at young and older populations. In addition to the critical selection of the most relevant aspects of the Decree, this article aims at contextualising its requirements in the European context and the broader reference framework of the housing crisis in the Basque Country. To that end, the most notable novelties of the Decree are presented alongside the analysis of 13 temporary housing projects developed by the Housing Department before the approval of the Decree, placing special emphasis on the issue of over-occupation. The analysis makes it possible to typologically characterise the temporary accommodation built to date and to compare the new minimum living space requirements per person with other international regulations. As a conclusion, a discussion is offered about the usefulness of the Decree for adapting new housing in the Basque country to the 21st century, and for preventing the issue of overcrowding.
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Artetxe Sanchez, Karmele. "Las escuelas de barriada de Bizkaia (1920-1937). Revisión y nuevos datos." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 363. http://dx.doi.org/10.5944/hme.12.2020.25320.
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The objective of this article is to review the existing historiography on the Escuelas de Barriada (Rural Schools of Bizkaia Province, Basque Country), created and promoted by the Provincial Council of Bizkaia between 1920-1937, giving nuance to certain issues and providing new data on four aspects. The first of these is the question of instructional language. The use of Basque in the classroom was progressively reduced in favor of Spanish almost from the first moment and did not provoke opposition from teachers, even though many of them were Basque nationalists. Secondly, we provide an analysis of the initial curriculum, which presented a more pedagogical rather than ideological approach, oriented towards a teaching style that was more comprehensive than memory-based. This was especially appreciable in the areas of mathematics and geometry, where exclusionary political indoctrination was avoided, with content referring to both Basque and Spanish identity. Thirdly, we analyse the alleged use of books containing Basque nationalist political content in these schools, of which we have found no evidence. And finally, we offer an overview of the type of teachers that worked in these schools, including an analysis of their ideological profile: more than 90% of the faculty was composed of women, generally young, single, Basque-speaking, Catholic and ideologically sympathetic to Basque nationalism . The research focuses on the 1920-1930 period, when the Provincial Council of Bizkaia was governed by Monarchists and when the Dictatorship of Primo de Rivera began. This was the period when the original pro-Basque project of these schools was transformed. Some data and questions about the later era are also presented.
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DE PABLO, Irati, Eva MURILLO, and Asier ROMERO. "The effect of infant-directed speech on early multimodal communicative production in Spanish and Basque." Journal of Child Language 47, no. 2 (August 20, 2019): 457–71. http://dx.doi.org/10.1017/s0305000919000412.
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AbstractWe analyzed the effect of infant-directed speech (IDS) on multimodal communicative production of children at the beginning of the second year of life in two different languages: Spanish and Basque. Twelve Spanish and twelve Basque children aged between 12 and 15 months observed two versions of an audiovisual story: one version was narrated with IDS and the other with adult-directed speech (ADS). We analyzed the use of gaze and the communicative behaviors produced by children. The time spent looking at the story increases in the IDS condition regardless of the language of the narration. Children produced more multimodal communicative behaviors while watching the IDS version both in Spanish and in Basque. These results suggest that IDS increases attention and social engagement promoting joint attention episodes.
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Luarsabishvili, Vladimer. "Cultural rhetoric and metaphorical engine: The metaphor of stone in the social poetry of Gabriel Aresti." Círculo de Lingüística Aplicada a la Comunicación 92 (October 25, 2022): 199–208. http://dx.doi.org/10.5209/clac.80493.
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Our article is an attempt to study the peculiarities of cultural rhetoric as the classical science of discourse that connects, on the one hand, rhetoric with culture and, on the other, culture with rhetoric. Rhetorical discourse makes cultural peculiarities explicit by using different figures of language, including metaphor; We analyze the role of the activation of metaphorical engine in the process of understanding the metaphor of stone in the poetic discourse of the Basque poet Gabriel Aresti.
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Boillos, Mari Mar, and Garbiñe Bereziartua Etxeberria. "Euskara Eremu Zientifikoan: Giza eta gizarte zientziei buruzko aldizkarietako laburpenen azterketa kuantitatiboa (2010-2019)." Fontes Linguae Vasconum, no. 129 (June 30, 2020): 141–78. http://dx.doi.org/10.35462/flv129.5.
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RESUMEN A raíz de las acciones que se tomaron para poner en marcha la normalización del euskera en la década de los 80, el euskera ha ido haciéndose un hueco en el ámbito académico y, con ello, en las publicaciones científicas. El objetivo de este trabajo es conocer qué presencia tiene el euskera en las revistas científicas en las que se publica (también) en euskera. Dicho estudio se ha acotado a un corpus: 31 revistas de ciencias sociales y humanidades que se publican en la Comunidad Autónoma Vasca y la Comunidad Foral de Navarra entre los años 2010 y 2019. Se ha medido la presencia del euskera en los artículos de dichas revistas, así como en los abstract de dichos artículos. Los resultados muestran que la presencia del euskera es aún escasa y que no hay una apuesta en favor del euskera en las revistas de alto impacto. LABURPENA 80ko hamarkadan euskara normalizatzeko martxan jarri ziren ekimenen ondorioz, euskara bere tokia hartzen joan da eremu akademikoan eta, horrekin lotuta, argitalpen zientifikoetan. Lan honen helburua euskaraz (ere) ekoizten duten aldizkari zientifikoetan euskarak zer presentzia daukan jakitea da. Azterketa corpus batera mugatu da: 2010-2019. urteen artean eaen eta nfkn argitaratu diren giza nahiz gizarte zientzietako 31 aldizkari. Aldizkari horietan euskarak izan duen presentzia neurtu da, bai artikuluetan eta bai artikulu horien abstractetan. Emaitzek erakusten dutenez, euskararen presentzia oraindik eskasa da eta ez dago euskararen aldeko apusturik inpaktu handieneko aldizkarietan. ABSTRACT As a result of the actions established for the normalization of the Basque language in the 1980s, Basque has carved a niche in the academic sphere and, thus, in scientific publications. The purpose of this paper is to find out the presence of the Basque language in the scientific journals in which it is published (also) in Basque. This study has been limited to a corpus: 31 Social Sciences and Humanities journals published in the Basque Autonomous Community and Foral Community of Navarre between 2010 and 2019. The presence of the Basque language has been measured in the papers of these journals, as well as in the abstracts of those papers. The results show that the presence of Basque is still scarce and that there is no firm commitment to Basque in high impact journals.
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Villafuerte, Jhonny, and Asier Romero. "Learners’ Attitudes toward Foreign Language Practice on Social Network Sites." Journal of Education and Learning 6, no. 4 (June 28, 2017): 145. http://dx.doi.org/10.5539/jel.v6n4p145.
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This work aims to study learners’ attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers, to assess the dimensions: (i) Integration of SNS into learners’ academic everyday activities, and (ii) Learners’ attitudes towards English Language practices on SNS. All the data was analyzed using SPSS V24.00 of IBM. The findings showed corelationships between learners’ attitudes and the factors: learners’ sex, age, and country. The results also confirmed that both Spanish and Ecuadorian university students prefer YouTube, and Google+ for their easy access, and flexibility to strengthen listening, reading and comprehension skills in English. In addition, Facebook, and Whats App can be used to motivate reading, writing, and speaking practices in English.
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Tolosa, Egoitz, Montes Aitor, Bidane Petralanda, and Ekaitz Agirregoitia. "Empowering minorities. Pathways for basque language integration in a bilingual setting." International Journal of Integrated Care 17, no. 5 (October 17, 2017): 371. http://dx.doi.org/10.5334/ijic.3689.
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Berdote Alonso, Esther, Pauli Davila Balsera, and Luis Maria Naya Garmendia. "La renovación pedagógica y el Concilio Vaticano II: el caso de La Salle y las Vedrunas en el País Vasco." Social and Education History 4, no. 3 (October 22, 2015): 238. http://dx.doi.org/10.17583/hse.2015.1748.
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The Second Vatican Council influenced on the apostolate of most of the religious orders and congregations devoted to education. The need to adequate themselves to the new educational statements that were promoted through the Council Documents will bring about significant changes in their pedagogical premises. The aim of this article is to show how this process was managed by two well-known religious congregations in the Basque Country: De La Salle Brothers and the Vedruna Sisters. To analyse this case, we have used primary sources from the archives of both congregations where the process of accommodation to Vatican II is brought to light. In conclusion, it can be highlighted that an internal renovation happened according to the religious premises, and some pedagogical renewal aspects took place concerning the importance of the Basque language and culture, teacher training, and the option for the poor.
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Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.
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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.
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Roman Etxebarrieta, Gorka, Elizabeth Pérez-Izaguirre, and Argia Langarika-Rocafort. "Teaching Minority Languages in Multiethnic and Multilingual Environments: Teachers’ Perceptions of Students’ Attitudes toward the Teaching of Basque in Compulsory Education." Education Sciences 10, no. 2 (January 21, 2020): 25. http://dx.doi.org/10.3390/educsci10020025.
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The literature reveals the difficulty of teaching minority languages in multiethnic and multilingual regions. Studies about teachers’ perceptions when instructing a minority language might help stakeholders to design interventions to overcome this problem. The first aim of this study was to describe teachers’ perceptions of type of issues, student complaints, and behaviors when teaching in Basque. The second aim was to state whether there is any relation between the origin of the students, the teachers’ working experience, and working region with the occurrence of issues, type of complaints in class, and the role of students’ parents. The data for this study were collected using an online questionnaire answered by 197 teachers. A descriptive analysis of the answers was performed using SPSS® (Statistical Package for the Social Sciences). Chi-square analyses were conducted to study the relation between variables. Results indicate that teachers believe Basque is sometimes undermined in their teaching practice, but no difference is perceived between local and migrant students. Conversely, regarding teachers’ views, negative attitudes toward Basque are mostly influenced by students’ families. This provides evidence to encourage education stakeholders to design better lessons involving the teaching of Basque.
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Cenoz, Jasone, and Jose F. Valencia. "Ethnolinguistic vitality, social networks and motivation in second language acquisition: Some data from the basque country." Language, Culture and Curriculum 6, no. 2 (January 1993): 113–27. http://dx.doi.org/10.1080/07908319309525143.
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Santiago-Garabieta, Maite, Lourdes Villardón-Gallego, Rocío García-Carrión, and Elena Duque. "The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings." SAGE Open 12, no. 1 (January 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079894.
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The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who have participated in Dialogic Literary Gatherings, a dialogue-based educational action, in Basque. The interactions of five students were observed and analyzed using the Cambridge Oracy Assessment Toolkit. The study also included an interview with the teacher, and a focus group with the participant students. The results show that L2 oracy skills of the students evolve when they participate in these dialogic encounters, especially in the cognitive and socio-emotional areas. Implications for the teaching of L2 spoken language are discussed.
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Etxeberria, Feli, Verónica Azpillaga, Nahia Intxausti, Asunción Martínez-Arbelaiz, Iñaki Pikabea, and Anat Stavans. "Discourse organization in parent-led narratives." Narrative Inquiry 25, no. 1 (December 31, 2015): 70–90. http://dx.doi.org/10.1075/ni.25.1.05etx.
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This article analyzes parent narratives in Basque and Spanish by means of a story aimed at boys and girls between ages of 3 and 8 in order to investigate the similarities and differences in the narrative input provided by parents, paying attention to structural and organizational features in terms of their narrative forms and functions. We used a quantitative methodology that recorded the frequencies of the different variables under study: narrative length, structure, cohesion (connectors and verb tense), and the types of interaction between adults and children in both languages. The results show differences in narrative input relative to the age of the child and the language used. With older children, parents used a less interactive style in both Basque and Spanish. Furthermore, there are differences in narrative structure as a function of the age of the child: with the 3–4 year olds, more clauses were used to explain the details of the action taking place outdoors. Finally, narratives in Basque made greater use of temporal connectors, while narratives in Spanish used more subordinating connectors.
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Usman, Abdurrahman Hi, Adi F. Mahmud, Abdulhalim Daud, and Suratman Dahlan. "LANGUAGE AS A SOCIAL INSTRUMENT." EDUKASI 18, no. 2 (August 24, 2020): 259. http://dx.doi.org/10.33387/j.edu.v18i2.2101.
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The study focuses on the usefulness and the use of language as an instrument to associate a group of people in the society, both in the large and in the small groups to fulfill their everyday needs. They were described in the form of ideas and arguments that were investigated in the form of activities of library research design. The data were collected from many references both primary and secondary ones in terms of the topic. The primary data dealt with the roles and functions of language in terms of the usefulness and the usage of language in society. The findings of the study showed that language is used as an important instrument to connect people in many aspects of human life consisting of language in the world of education, language in the world of science and technology, language in economic and business contexts, language in the social and political contexts, language in the aspects of national defense and security, language and international relation.
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Savundranayagam, Marie Y., and Ellen Bouchard Ryan. "SOCIAL PSYCHOLOGICAL ASPECTS OF COMMUNICATION AND AGING." Annual Review of Applied Linguistics 28 (March 2008): 51–72. http://dx.doi.org/10.1017/s0267190508080112.
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Language plays an important role in defining identities in older adulthood. Both self-perception and others' perceptions of older adults are reflected through language used by older and younger adults (see recent texts: de Bot & Makoni, 2005; Harwood, 2007; Hummert & Nussbaum, 2001; Nussbaum & Coupland, 2004). In this review, we outline key theoretical perspectives on the study of communication with older adults and provide evidence supporting these perspectives within the context of age stereotypes, intergenerational communication, cross-cultural communication, and health care encounters. Given that communication is an interactive process, we discuss how older adults use language and communication to respond to age stereotypes and adaptively cope with age-related losses. We also discuss communication interventions aimed at improving interactions between care providers and older adults, and opportunities that technology brings to enhance communication within and across generations.
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Gondra, Ager, and Lori Czerwionka. "Intercultural Knowledge Development During Short-Term Study Abroad in the Basque Country: A Cultural and Linguistic Minority Context." Frontiers: The Interdisciplinary Journal of Study Abroad 30, no. 3 (November 15, 2018): 119–46. http://dx.doi.org/10.36366/frontiers.v30i3.427.
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This investigation examined intercultural knowledge development in a short-term study abroad program in a cultural and linguistic minority context (Basque Country, Spain). A pre- and post-program quantitative and qualitative design was used with 26 participants. The quantitative, survey-based results demonstrated an increase in intercultural knowledge over the five weeks. Qualitative analysis of interview data indicated that students’ intercultural knowledge aligned with Lussier’s (2007)description of knowledge about small c culture and included knowledge of social groups—a distinct finding from prior research. Students’ knowledge changed over the period abroad, indicating adjustment to City life and Time and Schedule norms. Additionally, knowledge growth was greatest with respect to subthemes strongly linked to the minority context (e.g. Basque ethnicity, culture, language). This study offers detailed information about intercultural knowledge development during short-term study abroad and demonstrates that minority context programs encourage development of intercultural knowledge about small c culture and social groups.
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Rodríguez‐Ordóñez, Itxaso. "The role of social meaning in contact‐induced variation among new speakers of Basque." Journal of Sociolinguistics 25, no. 4 (April 12, 2021): 533–56. http://dx.doi.org/10.1111/josl.12477.
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Felipe, Joaquim Espinós. "LA POESIA HISPÀNICA DE POSTGUERRA COM A POLISISTEMA." Catalan Review 20, no. 1 (January 1, 2006): 101–16. http://dx.doi.org/10.3828/catr.20.6.
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The diverse literary expressions comprised in the concept “Hispanic literature” —Catalan, Castilian, and Basque as well as the literature from Galicia— form a polysystem of great hermeneutical possibilities, according to the model proposed by Itamar Even-Zohar. A common historic and institutional context gives cohesion to this polysystem, but the existence of particular national traditions introduces differences within it. The study that we present in this article centers on a precise time and genre —post Civil War poetry— and should be considered as another aspect of this vast analytic territory, which could be extended to other periods and other genres. The Castilian system has been at the center of the polysystem, due in large part to political factors. In the 1960s Castilian hegemony gives rise to a form of polycentrism that would have its most innovative and dynamic foci in Castilian and Catalan literatures respectively. The symbolism-realism dialectic —inherited from the pre-War time— extends across the entire period. Francoist refression produced a politicization of literary creation that subordinated forma aspects to the will to denounce. The realist repertoire, which except for the Basque system manifested mainly in exile, is the principal cohesive factor of the Hispanic systems. When this closed code automates itself in the 1960s, codes that had been marginalized will emerge.
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Meyer, Charles F., M. A. K. Halliday, and Ruqaiya Hasan. "Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective." TESOL Quarterly 21, no. 2 (June 1987): 353. http://dx.doi.org/10.2307/3586740.
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Kostiuk, Maryna. "ANGLICISMS IN THE FRENCH LANGUAGE: LINGUISTIC AND SOCIAL ASPECTS." Advanced Education 5 (June 29, 2018): 162–68. http://dx.doi.org/10.20535/2410-8286.112213.
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Mittler, Peter. "Biological and Social Aspects of Language Development in Twins." Developmental Medicine & Child Neurology 12, no. 6 (November 12, 2008): 741–57. http://dx.doi.org/10.1111/j.1469-8749.1970.tb07864.x.
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Brick, Billy. "Social Networking Sites and Language Learning." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 18–31. http://dx.doi.org/10.4018/jvple.2011070102.
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This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.
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Shestopalova, I., and K. Potapenko. "SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/4-1/8.
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The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.
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Amouzadeh, Mohammad. "Language as social practice." Journal of Language and Politics 7, no. 1 (May 26, 2008): 53–70. http://dx.doi.org/10.1075/jlp.7.1.03amo.
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This paper aims to investigate the language used by newspapers in post-revolutionary Iran. More precisely, the paper sets out to analyze how such a language is deployed to represent relevant hegemonic ideologies. The approach adopted for this purpose draws inspiration mainly from critical linguistics, where it is hypothesized that, as far as the pertinent metadiscourse goes, media genres serve to activate and perpetuate social power relations. In keeping with this theoretical stance, the paper argues that socially constructed texts can be said to perform two complementary functions; on the one hand, they shed light on the realities experienced in social life; on the other, they reveal such aspects of those realities as are constructed through the use of language. It is thus in this context that the media language used in the post-revolutionary Iran lends itself to analytical investigation, where the available data reveal the co-existence of three competing discourse processes of ‘Islamization’, ‘Iranian Nationalism’ and ‘Western liberalism’, relating to the third stage development of post-revolutionary Iran.
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Arocena Egaña, Elizabet, Jasone Cenoz, and Durk Gorter. "Teachers’ beliefs in multilingual education in the Basque country and in Friesland." Journal of Immersion and Content-Based Language Education 3, no. 2 (October 2, 2015): 169–93. http://dx.doi.org/10.1075/jicb.3.2.01aro.
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In this article we analyze teachers’ beliefs about learning different languages in multilingual education, which include forms of immersion in the minority and the majority languages. In this study interviews were held with 51 primary school teachers from the Basque Country (Spain), and Friesland (The Netherlands). In both regions three languages are taught: majority, minority and English. Based on the teachers’ views we obtain interesting insights into the native speaker ideal, pupils as multilingual speakers, and the proficiency levels for each language. The teachers also expressed their ideas on teaching through the minority language and through English, as well as their beliefs on cross-linguistic use of languages and how that is related to the multilingual repertoire. The social context is believed to have an important influence through the parents, the media, and the status of the languages in society. The article concludes that beliefs are still largely monolingual and seem to only gradually change to more multilingual views.
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Cullen, Niall. "“No Time for Love”: Radical Basque Nationalist-Irish Republican Relations and the Emergence of a Shared Political Culture (1981–98)." Araucaria, no. 50 (2022): 229–53. http://dx.doi.org/10.12795/araucaria.2022.i50.10.
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Following the deaths of ten Irish republican hunger strikers in 1981, radical Basque nationalists and Irish republicans of the Basque izquierda abertzale (‘patriotic left’) and Irish republican movement respectively, began to develop ever closer ties of transnational “solidarity”. In addition to the relationship between Herri Batasuna and Sinn Féin, more ad hoc organisational links in areas such as youth, prisoner, and language advocacy, fostered a shared political culture at the intersection of both movements, which was periodically reflected through the prism of cultural expression (e.g., music, political art [murals], literature, audiovisual media). Utilising a wide array of primary sources, this article explores and analyses the emergence and development of this transnational nexus, from the hunger strikes of 1981 to the signing of the Good Friday Agreement in 1998.
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Obradors, Matilde, Irene Da Rocha, and Ana Fernández-Aballí. "Approach to the new videographies analysis: Case study of immigrant representations in the Social Innovation Laboratory videos (SIL UBIQA)." Semiotica 2018, no. 224 (September 25, 2018): 85–110. http://dx.doi.org/10.1515/sem-2015-0151.
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AbstractIn this paper, we propose a methodology of analysis for new videographies based on an analytical grid. We base our epistemological starting point on various critical cultural study authors, a semiotic analysis, and a critical discourse analysis. We apply the grid to a case study composed of a series of videos titled Identibuzz: Hybrid identities, which was created within UBIQA, a Basque social innovation laboratory. In order to fully grasp the results of the analysis, we briefly outline some data referring to transnational migrations in Spain as well as the representation of immigrants in Spanish mainstream media. We then compare the representations of immigrants in the videos to that in mainstream media to analyze the dissection between new videographies and more traditional video genres.