Nous parlants de basc: identitat i legitimitat

Ortega, Ane; Amorrortu, Estibaliz; Goirigolzarri, Jone; Urla, Jacqueline; Uranga, Belen

doi:10.7238/d.v0i16.2182

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…There is a link between teaching that takes into account the languages present in the students' environment and the bi/plurilingualism of the latter, with the positive effects that this can generate. School is a key factor in the revitalisation of minority languages, although it does not solve everything (Eusko Jaurlaritza, 2013: Hornberger, 2008Idiazabal, 2007Idiazabal, , 2019Ortega, Amorrortu, Goirigolzarri and Urla, 2016).…”

Section: Interpretations Conclusion and Discussionmentioning

confidence: 99%

Immersive bilingual primary learning in a regional minority language (Basque). Discourse outcomes in Basque L1 and French L1 students

Lascano¹

2023

glottopol

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Introduction. Marija Apostolovic : Le romani familial et le romani de l'école : tensions, répercussions et choix didactiques Nathalie Auger : Les langues des familles, des langues d'assez bonne « qualité » pour l'école ? Retour sur les représentations enseignantes Déborah Caira : Une approche compréhensive des enjeux identitaires : Güldeniz, une mère d'élève turcophone en situation d'appropriation de la langue de l'école Claude Devichi et Christelle Mazière : Les pratiques langagières familiales modulent-elles l'acquisition d'une langue régionale à l'école ? Beñat Lascano : Immersive bilingual primary learning in a regional minority language (basque). Discourse outcomes in basque l1 and french l1 students Sabrina Alessandrini : Deuxièmes générations d'adolescents et transmission intergénérationnelle des langues d'origine : étude de cas sur la politique linguistique des familles migrantes d'origine africaine en contexte italien Marina Branca et Nicolas Sorba : Un siècle d'évolution de la transmission intergénérationnelle du corse Véronique Fillol et d'Elatiana Razafimandimbimanana : Gestions du plurilinguisme en famille : perspectives intergénérationnelles Natacha Roudeix : Être Inuk et plurilingue à Kuujjuaq au Nunavik (grand Nord Québécois) pour marcher ensemble les langues Sofia Stratilaki-Klein : Représentations identitaires, socialisation langagière et compétences plurilingues des élèves allophones Philippe Glâtre : Ateliers de poésie orale et branchements langagiers à la Réunion Donatienne Woerly : Représentations d'un plurilinguisme conflictuel dans l'album autobiographique L'arabe du futur de Riad Sattouf Compte-rendus de lecture

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Section: Interpretations Conclusion and Discussionmentioning

confidence: 99%

Immersive bilingual primary learning in a regional minority language (Basque). Discourse outcomes in Basque L1 and French L1 students

Lascano¹

2023

glottopol

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“…Haurrak soilik jasotzaile pasibotzat hartu dira eta horiei gurasoek edo helduek soilik transmititzen diete hizkuntza. Baina azken urteetan gazteen artean gehiago dira etxean euskara jaso ez duten hiztunak euskara etxean jaso dutenak baino, beraz, transmisioaren adiera hertsi hori zalantzan jarri da (Ortega et al 2016). Kasaresen (2012) ustetan transmisioa bertikala zein horizontala izan daiteke, hots, belaunaldien artekoa edota adinkideen artekoa.…”

Section: Hitanoaren Transmisioaunclassified

Alegiako haurrak eta hitanorako jauzia

Arnedo Garcia

2024

Anu. Semin. Filol. Vasca "Julio Urquijo"

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Hitanoa euskaraz modu informal batean zuzentzeko tratamendua da eta azken urteetan haur eta gazteen hitanoaren erabilpenak izan duen beherakadaz oharturik, lan honetan ikertu da Alegiako haur eta gazteak hitanoarekin duten harremana, hitanoarekiko iritzia eta hitanorako jauziaren prozesua, helburu nagusitzat izanik Alegiako haurren hitanoranzko jauzia ezagutzea. Horretarako, hitanoa zer den, zein funtzio sozial duen, zein konnotazio ezartzen zaizkion, zeintzuk diren hitanoaren erabileraren aldagaiak eta transmisio gune nagusien egoera nolakoa den aztertu da; Alegiako 8-11 urte bitarteko haurrei eginiko behaketa, galdetegi, bakarkako elkarrizketa zein talde-eztabaida bidez. Hitanoaren ezagutza eta aldeko ideologia izatea beharrezkoa dela ikusi da hitanoranzko jauzia emateko, baina faktore gehiagok ere eragina dutela hori lortzeko bidean.

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“…about their 'learner' speech. Many new speakers of Basque feel ambivalent about their status as legitimate speakers because of a perceived lack of authenticity in their speech (Urla 2012;Ortega et al 2014;Lantto 2016). Galician 'neofalantes' , as they are called, also assign greater authenticity to native speakers (O'Rourke and Ramallo 2013).…”

Section: New Speakers Of European Minority Languagesmentioning

confidence: 99%

Theorizing the speaker and speakerness in applied linguistics

Pujolar¹,

O’Rourke²

2022

JALPP

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In this Forum Discussion paper, we put forward the concept of ‘speakerness’ and discuss how this notion can be of relevance to the professions associated with language teaching and learning. By ‘speakerness’ we understand the processes through which social actors get defined by their language practices. We connect this concept with the ongoing debates around so-called ‘non-native’ speakers of English, which have clear implications for ‘non-native teachers’. We revisit these debates by widening the scope; that is, by making connections with another controversy around speakerness, namely that around the so-called ‘new speakers’ of European minority languages. By aligning the two strands of debate, we argue that they respond to common trajectories of nation-building and colonial expansion articulated through the ways in which nationalist and colonialist discourses have constructed languages and deployed them as means of state and colonial rule. After tracing the historical origins of the notion of ‘native speaker’ and summarizing the debates on ‘non-native speakers’ and ‘new speakers’, we point to the ways in which a critical engagement with the concept of speakerness can throw light on other sociolinguistic areas in which the issue of speaker legitimacy is often recruited to naturalize inequalities of race, class or gender.

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Nous parlants de basc: identitat i legitimitat

Cited by 6 publications

References 10 publications

Immersive bilingual primary learning in a regional minority language (Basque). Discourse outcomes in Basque L1 and French L1 students

Immersive bilingual primary learning in a regional minority language (Basque). Discourse outcomes in Basque L1 and French L1 students

Alegiako haurrak eta hitanorako jauzia

Theorizing the speaker and speakerness in applied linguistics

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