Estos son los Open Acces artículos más recientes de nuestro grupo de investigación:
(1) Oihana Leonet, Jasone Cenoz & Durk Gorter (2017). Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country, Journal of Language, Identity & Education, 16:4, 216-227. DOI: https://doi.org/10.1080/15348458.2017.1328281
Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies are used and multilingual students are allowed to use the resources in their linguistic repertoire. The specific focus of this article is to examine translanguaging as a pedagogical tool as related to a context wherein Basque is the main language of instruction, but a minority language in society. The article reports the characteristics of a pedagogical intervention based on translanguaging, which aims at developing language awareness, metalinguistic awareness, and communicative and academic competences in Basque, Spanish, and English. Our findings show that pedagogical translanguaging can be compatible with the maintenance and development of a minority language.
(2) Alaitz Santos, Jasone Cenoz & Durk Gorter (2017). Attitudes and anxieties of business and education students towards English: some data from the Basque Country, Language, Culture and Curriculum, 31:1, 94-110. DOI: https://doi.org/10.1080/07908318.2017.1350189
The aim of this article is to focus on university students’ attitudes towards English and their anxieties concerning the use of English in the Basque Country, a multilingual context where exposure to English is limited but internationalisation is an important aim. Participants were 360 undergraduate university students of business (N = 180) and education (N = 180) at the University of the Basque Country. The results of the questionnaires indicate that business students had a more positive attitude(s) towards English than education students. The findings also indicate that female business students have a relatively positive attitude in comparison to male business students but also a higher level of anxiety. The results are discussed as related to the situation of English-medium instruction in Southern European bilingual areas and previous studies on gender, attitudes and anxiety.
(3) Karin van der Worp, Jasone Cenoz & Durk Gorter (2017). From bilingualism to multilingualism in the workplace: the case of the Basque Autonomous Community, Language Policy, 407-432, 16, 4. DOI: https://doi.org/10.1007/s10993-016-9412-4
In this article we discuss the outcomes of a study into the languages of the workplace of internationally operating companies. Our aim is to contribute to studies of multilingualism in the workplace by adopting a holistic approach that focuses on several languages and relates the competences and attitudes of multilingual professionals to the repertoires used and learned in the workplace and the wider social context. The study is situated in the Basque Autonomous Community, Spain, where the regional government has already developed a strong bilingual language policy to promote the minority language Basque and recently also supports a policy of internationalization of companies, implying the use of other languages. The tensions arising from the confrontation between these two policies are discussed. Based on interviews with 25 informants in managerial positions, we found that the default language of workplace communication is Spanish, there is limited use of Basque and for foreign trade English is dominant, although Spanish is used with Latin America. The language and cultural competence of professionals is lagging behind and should be further developed, although the younger generation has a better command of English. The wider social context has an important influence on the language practices inside the company. Multilingualism plays an important role in Basque companies that operate internationally, but the companies still have to overcome important language barriers. Our study confirms that language practices and language learning experiences are complex and highlights the need for a holistic approach that includes the repertoire of languages used in the workplace.
(4) Jasone Cenoz & Durk Gorter (2017). Minority languages and sustainable translanguaging: threat or opportunity?, Journal of Multilingual and Multicultural Development, 38:10, 901-912, DOI: https://doi.org/10.1080/01434632.2017.1284855
Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This policy is aimed at the protection of minority languages and has sought to avoid cross-linguistic influence and codeswitching. However, these ideas have been challenged by current multilingual ideologies in a society that is becoming more globalised. Within the field of multilingual education studies, there is a strong trend towards replacing the idea of isolated linguistic systems with approaches that take multilingual speakers and their linguistic repertoire as a reference.
This article focuses on translanguaging, a concept that was developed in bilingual schools in Wales and refers both to pedagogically oriented strategies and to spontaneous language practices. In this article, translanguaging will be analysed as related to the protection and promotion of minority languages. Examples from multilingual education involving minority languages will be shown in order to see how translanguaging can be at the same time a threat for the survival of minority languages and an opportunity for their development. A set of principles that can contribute to sustainable translanguaging in a context of regional minority language use will be discussed.
(5) Durk Gorter & Jasone Cenoz (2016). Language education policy and multilingual assessment, Language and Education, 31:3, 231-248, DOI: https://doi.org/10.1080/09500782.2016.1261892
In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country. That comparison is placed in the context of the changing views about the use of languages in education where a shift can be observed away from an emphasis on separating languages to approaches that more closely suit daily practices of multilinguals. This concerns a shift from language isolation policies in language teaching and assessment towards more holistic approaches that consider language-as-resource and promote the use of the whole linguistic repertoire. However, the implementation of programs based on holistic approaches is limited and application in language assessment modest. Traditions and monolingual ideologies do not give way easily. We show some examples of creative new ways to develop multilingual competence and cross-lingual skills. The assessment of interventions with a multilingual focus point to a potential increase in learning outcomes. Multilingualism is a point of departure because in today's schools, students who speak different languages share the same class, while at the same time learning English (and other languages). We conclude that holistic approaches in language education policy and multilingual assessment need to substitute more traditional approaches.
(6) Elizabet Arocena Egaña, Jasone Cenoz, & Durk Gorter (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland, Journal of Immersion and Content-Based Language Education, 3, 2, 169-193, http://dx.doi.org/10.1075/jicb.3.2.01aro
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.
(7) Jasone Cenoz (2015). Content-based instruction and content and language integrated learning: the same or different?, Language, Culture and Curriculum, 28:1, 8 24, DOI: https://doi.org/10.1080/07908318.2014.1000922
This article looks at the characteristics of Content-Based Instruction (CBI) and Content land Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as the medium of instruction, the language, societal and educational aims and the typical type of child are the same in CBI and CLIL programmes. The use of both CBI and CLIL refers to programmes where academic content is taught through a second or additional language and the preference for one term over the other is associated with contextual and accidental characteristics. In this article, there are examples from Basque education where academic content is often taught through the medium of Basque and English to students with Spanish as a first language. The examples show that even if there are more subjects taught through the medium of Basque than through the medium of English, there are no essential differences between CBI (partial immersion in the Basque example) and CLIL (English-medium instruction in the Basque example). The need to share the research findings of CBI/CLIL programmes is highlighted.