Examinando por Autor "Ortega, Ane"

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    Activación lingüística de jóvenes neohablantes de euskera en la Universidad
    (Iberoamericana Vervuert, 2019) Goirigolzarri Garaizar, Jone; Amorrortu, Estibaliz; Ortega, Ane
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    Agency in muda processes: transforming subjectivities and linguistic practices in the Basque context
    (Springer Science and Business Media B.V., 2025-05-10) Goirigolzarri Garaizar, Jone; Ortega, Ane; Amorrortu, Estibaliz
    The Basque revitalisation process is going through a crucial moment which has mobilised policy makers and language activists alike in efforts to boost the social use of the minority language. The great increase in the knowledge of Basque in the last 40 years has not been followed by a proportional increase in the use of the language. This has called for urgent action towards what has been termed in Basque sociolinguistics and grassroot movements as ‘activation’ in favour of Basque, a concept intimately related to the notion of linguistic muda (Pujolar & González, 2013), which refers to significant changes in an individual’s linguistic repertoire, also impacting in their social identity. The Participatory Action Research project discussed in this article attempts to contribute to the present challenges in the current revitalisation scenario in the Basque Country by studying processes of linguistic mudas of Basque university students. The study of mudas have proven an interesting angle from which to explore forms of agency through language. Indeed, developing agency has been crucial for participants to better understand their own subjectivities as speakers, unveil the unequal sociolinguistic order surrounding them, and make the move towards action in order to enact the changes they desired in their linguistic practices. In this article we will explore the different ways in which agency has revealed itself in our study. In doing so, we aim to shed some light on what it means to exercise agency from the perspective of speakers in contexts of ethnolinguistic minorisation.
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    Basque intergenerational transmission from a language socialisation perspective
    (Palgrave Macmillan, 2022) Kasares, Paula; Ortega, Ane; Amorrortu, Estibaliz
    Intergenerational transmission of Basque has been the focus of attention during the revitalization process that started 40 years ago, the learn-ing of the language by the young being a key factor of the process. Studies on intergenerational transmission in the Basque context have traditionally only looked at parent-child transmission within the family, a paradigm, as it is here argued, that is not sufficient to understand how transmission occurs in situations of minority language revitalization, where many families do not speak the language. The article proposes instead the suitability of the more holistic paradigm of language socialisation (Ochs & Schieffelin 1992; Schieffelin & Ochs 1986). By bringing to the fore the interrelated roles of the community and the education system, and, most importantly, the agency of children themselves, this paradigm questions the vertical, unidirectional, and mother tongue-based trans-mission model. Even if the suitability of the language socialszation model to understand language revitalization processes has been noted by ex-perts (cf. Duranti et al. 2012), it has hardly been used in the study of European minority languages, being Paula Kasares’ (2014, 2017, 2020) study of Basque intergenerational transmission in Navarre one of the very few. This article draws from this study, as well as from two other research projects: one on new speakers of Basque in the Basque Autonomous Community (Ortega et al. 2016) and another one on the attitudes of non-Basque speakers to Basque (Amorrortu et al. 2009). The theoretical re-conceptualization of intergenerational language transmission pre-sented in this article is hoped to be a contribution to other minority languages contexts.
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    Ekintza-ikerketa partehartzailea euskararen hiztun aktibo bihurtzeko babesgune eta zubi-espazio
    (Soziolinguistika Klusterra, 2021) Amorrortu, Estibaliz; Goirigolzarri Garaizar, Jone; Ortega, Ane
    Euskararen hiztun aktibo bihurtu nahi duten hiztun gazteen mudantza-prozesua (Pujolar eta Gonzàlez 2013) erraztu dezaketen espazioetan jarriko dugu arreta. Ildo horretan, ekintza-ikerketa partehartzailea (Greenwood eta Levin, 2006) eginda burutu den Bilbo Handiko unibertsitate-ikasleen mudantza- prozesuak izeneko proiektua proposatu nahi dugu espazio gisa, eta erakutsi proiektu hori, eta burutzeko sortu den komunitate epistemikoa (Estalella eta Sánchez Criado 2018), mudantza-prozesuak errazteko espazioa izan dela berez, bai babesgune (Puigdevall, Colombo eta Puigdevall, 2019; Hernández, Iñarra eta Altuna, 2021, zenbaki honetan bertan) bai zubi-espazio (del Valle 2001). Espazio horrek, proiektuaren diseinua eta helburua bera kontuan hartuta, baldintza mesedegarriak eman ditu eraldaketa- prozesuetarako, bai hizkuntza-praktikei dagokienez (aktibazioa), bai pertsonen subjektibotasunei dagokienez, gazteek izandako hausnarketa kritikoaren prozesuari esker. Gazteen hizkuntza-ahalduntzerako eta eraldaketa-prozesurako funtsezkoak izan diren elementuak erakutsiko ditugu
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    Euskal hiztun berri gazteak muda-prozesuan : ekintza-ikerketa baten behin-behineko emaitzak
    (Gobierno de Navarra, 2020) Amorrortu, Estibaliz; Ortega, Ane; Goirigolzarri Garaizar, Jone
    Artikulu honetan Bilbo Handiko unibertsitate-ikasle batzuk ikerketakide harturik egin dugun ekintza-ikerketa partehartzaile baten aurkitutako emaitza batzuen berri ematen da. Zehazki, unibertsitate-eremuko euskararen erabilera handitzeko esperimentazio bat aurrera eramaterakoan partaideek izan dituzten zailtasunak eta gako mesedegarriak aztertzen dira, hala nola bakoitzak planteatutako erronkak arrakastaz aurrera eramateko erabili dituzten estrategiak. Emaitzek Bilbokoaren moduko testuinguru nahiko erdaldun batean ere, unibertsitatea hizkuntza-mudarako –hau da, hizkuntza gutxituaren hiztun aktibo bihurtzeko– une egokia izan daitekeela erakusten dute, baina prozesu hori konplexua eta zailtasunez betea dela. Baldintza aproposak sortuta muda egiteko aukera egon daiteke. Ekintza-ikerketa partehartzaileak hizkuntza-mudaren prozesuan suertatzen diren dinamikak sakontasunez ezagutzeaz gain aukera paregabea eskaintzen du muda egin nahi dutenek baldintza mesedegarriak izateko.
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    Euskararen hiztun aktibo bihurtzeko gakoak
    (Euskal Kulturaren Batzarrea, EKB, 2017) Amorrortu, Estibaliz; Ortega, Ane ; Goirigolzarri Garaizar, Jone
    Euskara familiatik kanpo ikasi duten euskaldunek talde estrategikoa osatzen dute normalizazioari begira. Hiztun horiek hiztun aktibo bihurtzen diren ala ez berebiziko garrantzia dauka euskara gero eta gehiago erabili dadin. Artikulu honetan, muda kontzeptua (Pujolar eta beste 2010) erabilita, euskararen hiztun berrien hiztun aktibo bihurtzeko prozesuak aztertzen dira, kasu arrakastatsuak eta ez arrakastatsuak erakutsiz eta prozesuan gertatzen diren gako mesedegarriak eta oztopoak seinalatuz. Datuak, gehien bat kualitatiboak eta Edukiaren Analisiaren bidez aztertuta daudenak, Euskal hiztun berriak: esperientziak, jarrerak eta identitateak izeneko ikerketatik hartu dira. Hizkuntza-politikarako ildo batzuk proposatzen dira, bereziki zein hiztun-profiletan eta ze norabideetan esku hartu beharko litzatekeen.
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    Participatory action research to promote linguistic mudas among new speakers of Basque: design and benefits
    (Routledge, 2022) Ortega, Ane; Goirigolzarri Garaizar, Jone; Amorrortu, Estibaliz
    This article discusses the effectiveness of Participatory Action Research-PAR to foster linguistic mudas, transformative processes among young new speakers of Basque leading to linguistic mudas (Pujolar and Gonzàlez. 2013. “Linguistic Mudes and the Deethnicization of Language Choice in Catalonia.” International Journal of Bilingual Education and Bilingualism 16 (2): 138–152) in favour of the minority language. Taking into account the three principles of PAR –research, participation, and action–, and using an ethnographic action-based approach, participants in the research project were agents of their own linguistic change by becoming co-researchers, who observed their own behaviour and set themselves personal challenges for increasing their everyday use of Basque. We describe how participants engaged in a process of self-awareness and reflective thinking in which teamwork, cooperative discussion of ideas and experiences, and relations of accompaniment (Bucholtz, Casillas, and Lee. 2016. “Beyond Empowerment: Accompaniment and Sociolinguistic Justice in a Youth Research Program.” In Sociolinguistic Research: Application and Impact, edited by R. Lawson, and D. Sayers. Routledge) proved crucial to find strategies for increasing new speakers’ control and agency (Ahearn 2001. “Language and Agency”. Annual Review of Anthropology 30: 109–137.), in order to enact the changes they desired. The article shows PAR methodology to be effective to bring about a change in participants’ subjectivities and linguistic practices, as well as to understand the complexities of muda processes among Basque new speakers in dominantly Spanish-speaking sociolinguistic contexts