Elebitasuna eta kode bateraketa zein bereizketa: oinarri teorikoak

En este artículo, los autores analizan algunos de los conceptos básicos de adquisición bilingüe de lenguas. ¿Cuándo y cómo deben los niños desarrollar sus dos lenguas si queremos que el desarrollo sea considerado simultáneo? ¿Cuáles son las diferencias entre el desarrollo simultáneo de ambas lenguas y la adquisición de una de ellas como segunda lengua? ¿Hay diferencias entre aprender ambas lenguas en casa o una de ellas en casa y la otra en la escuela? ¿Los niños que se convierten en bilingües por adquisición de la segunda lengua en la escuela dan muestras de un desarrollo diferente? ¿La competencia gramatical y pragmática se desarrollan de la misma manera?Lan honetan jabekuntza elebidunaren arloko hainbat oinarrizko kontzeptu aztertzen dira. Noiz eta nola entzun eta garatu behar dituzte haurrek hizkuntza biak jabekuntza aldi berekotzat hartua izan dadin? Zertan dautza ezberdintasunak hizkuntza bi aldi berean garatzen direnean edo bietako bat bigarren hizkuntza legez eskuratzen denean? Bada ezberdintasunik hizkuntza biak etxean garatzen direnean edo bietako bat eskolaren bidez erdiesten denean? Hizkuntzetariko bat bigarren hizkuntza legez eskolan ikasita, elebidun izatera heltzen diren haurrek garapen ezberdina ote dute? Garapen bera erakusten dute gramatika gaitasunak eta pragmatika gaitasunak?Dans cet article, les auteurs analysent quelques-uns des concepts de base de l'acquisition bilingue. Quand et comment les enfants doivent développer leurs deux langues si nous désirons que le développement soit consideré simultané? Quelles sont les différences entre le développement simultané des deux langues et l'acquisition de l'une d'elles comme langue seconde? Y a-t-il des différences entre apprendre les deux langues à la maison ou l'une des deux á la maison et l'autre à l'école? Les enfants qui deviennent bilingues par acquisition de la langue seconde à l'école montrent -il son développement différent? La compétence grammaticale et pragmatique se développe-t-elle de la même manière?In this article, the authors will analyse some of the basic concept of bilingual language acquisition. When and how should children hear and develop their two languages if we want the development to be considered simultaneous? Where can the differences between simultaneous development of both languages and the acquisition of one of them as a second language be found? Is it different to learn both languages at home or one of them at home and the other one at school? Do children who become bilingual through second acquisition at school show a different development? Do grammatical and pragmatic competence develop in the same way

Haur elebidunak eta gramatika-sistemen bereizketa

Ikerlan honen helburua euskara eta gaztelania ikasten diharduen haur elebidun batek izen-sintagmaren egituraz jabetzeko jarraitzen duen garapena arakatzea da. Gogoan izanik euskararen eta gaztelaniaren izen-sintagmen egiturak arras ezberdinak direla, haur elebidunen jabekuntza-garapenean gerta litezkeen gramatika-kodeen bereizketa eta bateraketa-fenomeno eztabaidatuak aztertzea nahi ditut. Hipotesia gramatika-sistemen goizetiko bereizketa da, hots, haurrak ezaugarri morfologikoak eta sintaktikoak erabiltzen hasten diren unetik kodeen bereizketa ere egiten dutela. Hipotesi hau baiesteko asmoz euskara eta gaztelania ikasten diharduen haur elebidun batek 18 hilabete dituenetik 42 hilabete dituen arteko ekoizpen bideograbatua arakatuko dut. Datuok eta jabekuntzagarapena haur euskaldun eta gaztelaniadun elebakarrek ekoitziriko datuekin eta jabekuntza-garapenekin erkatuko ditut

Gramatikaren jabekuntza-garapena eta haur euskaldunak

Liburu honetan haur euskaldun elebakar eta elebidunak gramatikaz nola jabetzen diren aztertu du egileak: zein berezitasun dituen haurren hasierako hizkuntzak, nola abiatzen diren gramatikaren bidetik, zernolako urratsak betetzen dituzten gramatika garatzean... Haur guztiek antzeko garapena gauzatzen dutela konturatuko da irakurlea, beharbada, harriduraz. Ikerlan honetan erakusten zaigun bezala, gramatikaren garapena ez da bat-batean gertatzen, era mailakatuan baino. Hala, hasierako gramatika-hatsarretik gabeko aroaren ondoren, hilabete batzuen buruan, oinarrizko gramatikaz jabetzen dira, beste hizkuntzetan bezala, bihiru urte dituztela. Hau guztian erakusteko, hiru haur euskaldunek ekoitziriko hainbat eta hainbat adibide eskaintzen dizkigu egileak, guztiak eta hizkuntzaren jabekuntza ikertzeko egitasmo batean Euskal Herriko Unibertsitateko H.E.G.E.H.J. eta Hanburgeko Unibertsitateko B.U.S.D.E. ikertaldekoek bildurikoak. Hauxe da, euskararen arloan, gai hau eztertzen duen lehenetariko liburua

Elebakarren eta elebidunen euskararen jabekuntzaren erritmoaren inguruan

The present study examines the relationship between the linguistic input heard by children and their linguistic development in order to ascertain if the amount of input to which a child is exposed is a determining factor for the onset of language development.The development of Basque was studied in a sample of 950 children aged between 16 and 30 months who were exposed to different amounts of the language in the following proportions: A. monolingual children who only or mostly heard Basque (90-100% of input in Basque), B. bilingual children with high exposure to Basque (60-90% of input in Basque), C. bilingual children with largely equal amounts of exposure to Basque and another language (40-60% of input in Basque) D. bilingual children with low levels of exposure to Basque (less than 40% exposure to Basque).Development in vocabulary, morphology and syntax were analysed in the four groups at different ages. The groups were formed on the basis of parental report obtained by using the adaptation into Basque of the MacArthur Bates Communicative DeveLopment Inventories.The results show that up until the age of 26 months there are no significant differences between the four groups and that these can only be seen when children who only hear Basque, or who have a high degree of exposure to it (more than 60% of the time) are compared with those children with less exposure to Basque (less than 60% of the time)

Elebakarren eta elebidunen euskararen jabekuntzaren erritmoaren inguruan

The present study examines the relationship between the linguistic input heard by children and their linguistic development in order to ascertain if the amount of input to which a child is exposed is a determining factor for the onset of language development.The development of Basque was studied in a sample of 950 children aged between 16 and 30 months who were exposed to different amounts of the language in the following proportions: A. monolingual children who only or mostly heard Basque (90-100% of input in Basque), B. bilingual children with high exposure to Basque (60-90% of input in Basque), C. bilingual children with largely equal amounts of exposure to Basque and another language (40-60% of input in Basque) D. bilingual children with low levels of exposure to Basque (less than 40% exposure to Basque).Development in vocabulary, morphology and syntax were analysed in the four groups at different ages. The groups were formed on the basis of parental report obtained by using the adaptation into Basque of the MacArthur Bates Communicative DeveLopment Inventories.The results show that up until the age of 26 months there are no significant differences between the four groups and that these can only be seen when children who only hear Basque, or who have a high degree of exposure to it (more than 60% of the time) are compared with those children with less exposure to Basque (less than 60% of the time)

Lexikoaren eta gramatikaren garapen arteko erlazioaz

The gap produced between lexical and grammatical development is one of the basic psycholinguistic principies which govem the language acquisition process. lt is based on the fact tlzat the appearance of the first lexical units precedes the use of morphology and syntax in early child language.In this investigation, the relationship between lexical and grammatical development in children acquiring Basque as L1 is observed. The hypothesis put forth is that children need to acquire a critical mas s of vocabulary betore morphology and syntax become productive. And, consequently, that vocabulary size provides a better basis than age for determining the stage of children's linguistic development.For this purpose, data from 1417 children aged 8 to 30 months are studied. These data were collected witllin the frame of the adaptation to Basque of the lnstrument called MacArthur-Bates Communicative Development lnventory (http://sci.sdsu.edu). In the present study they are analysed both according to tllese children's age and to their vocabulary size. In addition to the global lexical development, the evolution of the different lexical categories, the first morpllOlogical marking used and the initial syntactic productions are analysed. Having observed a close relationship between lexical development and different morphological and syntactic features, we may conclude that our initial hypothesis is confirmed. In the first place, children need to acquire a vocabulary size of more than 100 units in order to start combining two or more words within an utterance. Secondly, morphology appears when vocabulary size has reached at least 200 units and thirdly, 400 or more lexical units are needed for the first VP markings to appear. It has also been observed that before reaching 400 units, children's vocabulary is mainly composed of noUn5, whereas above that limit, verbs occupy a more relevant position

Lexikoaren eta gramatikaren garapen arteko erlazioaz

The gap produced between lexical and grammatical development is one of the basic psycholinguistic principies which govem the language acquisition process. lt is based on the fact tlzat the appearance of the first lexical units precedes the use of morphology and syntax in early child language.In this investigation, the relationship between lexical and grammatical development in children acquiring Basque as L1 is observed. The hypothesis put forth is that children need to acquire a critical mas s of vocabulary betore morphology and syntax become productive. And, consequently, that vocabulary size provides a better basis than age for determining the stage of children's linguistic development.For this purpose, data from 1417 children aged 8 to 30 months are studied. These data were collected witllin the frame of the adaptation to Basque of the lnstrument called MacArthur-Bates Communicative Development lnventory (http://sci.sdsu.edu). In the present study they are analysed both according to tllese children's age and to their vocabulary size. In addition to the global lexical development, the evolution of the different lexical categories, the first morpllOlogical marking used and the initial syntactic productions are analysed. Having observed a close relationship between lexical development and different morphological and syntactic features, we may conclude that our initial hypothesis is confirmed. In the first place, children need to acquire a vocabulary size of more than 100 units in order to start combining two or more words within an utterance. Secondly, morphology appears when vocabulary size has reached at least 200 units and thirdly, 400 or more lexical units are needed for the first VP markings to appear. It has also been observed that before reaching 400 units, children's vocabulary is mainly composed of noUn5, whereas above that limit, verbs occupy a more relevant position

Hizkuntzaren kalitatea irakaskuntza sisteman

La enseñanza tiene que garantizar tanto una educación correcta como su calidad, aspectos ambos que también han de proyectarse en la lengua. Pero ¿qué se entiende por calidad lingüística? ¿De qué circunstancias depende? Este trabajo examina la situación actual del panorama lingüístico del sistema de enseñanza de Euskal Herria y ofrece una serie de propuestas para su mejora.Irakaskuntzak heziketa egoki bat eta kalitatea bermatu beharra dauzka, eta baita hizkuntzari dagokionean ere. Zer da baina kalitatezko hizkuntza? Zeren arabera esan daiteke kalitatezkoa den ala ez? Euskal Herriko irakaskuntza sistemako hizkuntzaren egoera aztertzearekin batera, hobera egiteko proposamen batzuk ere luzatzen dira lan honetan.L' enseignement doit garantir une éducation correcte et de qualité, deux aspects qui doivent également se retrouver dans la langue. Mais, qu'entend-on par qualité linguistique? De quelles circonstances cela dépend-il? Ce travail étudie la situation actuelle du panorama linguistique du système d'enseignement en Euskal Herria et offre une série de proposition pour son amélioration.The educational system must guarantee both a correct education and its quality, and both aspects must also have their projection on to the language. But then, what is understood by linguistic quality? What circumstances does it depend on? This work examines the current situation of the linguistic panorama of the educational system in the Basque Country and offers a series of proposals for its improvement

Atlas of the World´s Languages in Danger of Disappearing

Reseña bibliográfica de la obra "Atlas of the World´s Languages in Danger of Disappearing" con Stephen A. Wurm como editor. Obra que investiga y analiza las 6000 lenguas que se hablan en el mundo y tienen peligro de desaparecer siendo este hecho una irreparable pérdida para la herencia de la humanidad

1998, Sociolingüística de la lengua catalana

Reseña bibliográfica de la obra "Sociolingüística de la lengua catalana" de Emili Boix i Fuster y F. Xavier Vila i Moreno en la que se realiza un balance relativo a la sociolingüística vivida y teorizada en Cataluña