Locuor ergo sum: los desafios de las lenguas minoritarias en los contextos educativos multilingües del presente. Procesos de inclusión y conflictos etnolingüisticos

• Autores: Gorka Román Etxebarrieta
• Directores de la Tesis: Naiara Berasategui Sancho (dir. tes.), Daniel Losada Iglesias (dir. tes.)
• Lectura: En la Universidad del País Vasco - Euskal Herriko Unibertsitatea ( España ) en 2024
• Idioma: español
• Programa de doctorado: Programa de Doctorado en Psicodidáctica: Psicología de la Educación y Didácticas Específicas por la Universidad del País Vasco/Euskal Herriko Unibertsitatea
• Materias:
  • Lingüística
    • Lingüística sincrónica
      • Etnolingüística
• Enlaces
  • Tesis en acceso abierto en: ADDI
• Resumen

  • This PhD dissertation delves into teaching Basque in a diverse setting, stressing linguistic inclusion, preservation, and celebrating diversity. It uncovers the challenges of minority language education, citing the dominance of majority languages. While prior research mainly addressed language inequality, this study highlights some programs' multilingual and multicultural approaches. However, it notes the lack of standardized criteria and teacher training. The research advocates integrating multilingual programs into curricula and providing specialized teacher training. It also examines migrant students' behavior in Basque education, discussing "ephemeral identities" and resistance to language acquisition. The study calls for further research on identity, social class, and native vs. migrant students. Ultimately, it underscores the significance of language in shaping identity and culture, urging preservation amid globalization. // This PhD dissertation delves into teaching Basque in a diverse setting, stressing linguistic inclusion, preservation, and celebrating diversity. It uncovers the challenges of minority language education, citing the dominance of majority languages. While prior research mainly addressed language inequality, this study highlights some programs' multilingual and multicultural approaches. However, it notes the lack of standardized criteria and teacher training. The research advocates integrating multilingual programs into curricula and providing specialized teacher training. It also examines migrant students' behavior in Basque education, discussing "ephemeral identities" and resistance to language acquisition. The study calls for further research on identity, social class, and native vs. migrant students. Ultimately, it underscores the significance of language in shaping identity and culture, urging preservation amid globalization.