Erromaurreko Iberiar Penintsulako antzinaroari buruzko materialak : Iberiako hegoaldeko herri eta kulturak

Traducido por Iñaki Villoslada Fernández

Ahozkotasunaren irakaskuntza bigarren hezkuntzako testuliburuetan

[EN]Traditionally writing skills have been given priority in language teaching and so, oral skills have been put aside. However, during the last years many voices have asserted the importance of oral skills. Therefore, they claim that oral language teaching must be emphasized at school. Also, the necessity of strengthening oral language is shown in the new curriculum. Nevertheless, those intentions are reflected in very different ways in textbooks. In this work we have looked into the treatment that oral language is given in teaching materials because, in our opinion, textbooks are one of the most important tools for teachers. The facts show that the importance given to oral language and the exercises and tools needed to work that skill are very different from one publishing house to another. Besides, we have confirmed that all the textbooks don’t satisfy the requirements proposed in the Basque official curriculum (e.g. didactic sequences) or that the approach to the text or the way to work with it are not always what they should be. Therefore, it is obvious that we have still a long way in the field of oral language and specially in the way of teaching oral skills

The Economics of "Why is it so hard to save a threatened Language?"

We study the language choice behavior of bilingual speakers in modern societies, such as the Basque Country, Ireland andWales. These countries have two o cial languages:A, spoken by all, and B, spoken by a minority. We think of the bilinguals in those societies as a population playing repeatedly a Bayesian game in which, they must choose strategically the language, A or B, that might be used in the interaction. The choice has to be made under imperfect information about the linguistic type of the interlocutors. We take the Nash equilibrium of the language use game as a model for real life language choice behavior. It is shown that the predictions made with this model t very well the data about the actual use, contained in the censuses, of Basque, Irish and Welsh languages. Then the question posed by Fishman (2001),which appears in the title, is answered as follows: it is hard, mainly, because bilingual speakers have reached an equilibrium which is evolutionary stable. This means that to solve fast and in a re ex manner their frequent language coordination problem, bilinguals have developed linguistic conventions based chie y on the strategy 'Use the same language as your interlocutor', which weakens the actual use of B.1

Familia eredu berriak haur hezkuntzan. Ikastetxe konfesional baten analisia.

[eus] Gradu Amaierako Lan honek Haur Hezkuntzako etapan familia aniztasunari ematen zaion trataera aztertzea du helburu. Horretarako Bilboko Elizbarrutiko ikastetxe zehatz batean kasu ikerketa bat egitea erabaki da. Azterketaren ardatza ikastetxearen izaera konfesionala familia eredu berrien aniztasuna lantzeko zenbateraino traba izan litekeen frogatzea izan da. Ikerketarako erabilitako metodologia kualitatiboa izan da, eztabaida taldea, elkarrizketa sakonak, behaketak eta edukien analisien bidezko teknikak nagusiak izanik. Teknika horien bitartez lortutako informazioaren inguruan zenbait ondorio atera dira eta, azkenik, horiek guztiak kontuan harturik hobekuntzarako proposamena planteatu da.

Musikaren erabilera eskoletan harremanak kudeatzeko tresna gisa

[eus] Gradu Amaierako Lan honetan, Lehen Hezkuntzako talde batean ikasleen parte-hartzea eta harremanak aztertu, eta hauek hobetzeko musikan oinarritutako lau proposamen didaktiko planteatzen dira, ikerketa-akzioaren bidez batetik besterako birmoldaketak eginez. Hainbat autoreen esanetan, musika harremanak sustatzeko baliabide eraginkorra da. Era berean, ikasleen zein irakaslearen arteko harremanak positiboak izanez gero, ikasleak ondo eta eroso sentitu, eta eguneroko jardueretan jarrera aktibo eta baikorragoaz arituko dira. Lortutako emaitzen aurrean, baiezta daiteke taldean hitz eginez parte hartzeko zailtasunak dituzten ikasleak musikaren bidez harremantzeko erosoago sentitu direla.