Escuela Universitaria de Magisterio Begoñako Andra Mari

Abstract The increase in Basque speakers in the last 30 years has been due in large part to ‘new speakers’ or euskaldunberri , a term that will be used here to refer to those who have learned the language by means other than family transmission. While very significant in numbers, to date this group has not been the object of much study. Little is known about their attitudes and motivations, how they perceive themselves as Basque speakers, or their language use and transmission patterns. Acquiring answers to these questions is of strategic importance for developing an effective evidence-based language policy for the future. This article presents the results of a qualitative study of new speakers. Drawing on data from focus groups and interviews, the central goal of the article is to examine how new speakers of differing profiles perceive and locate themselves with respect to the popularly used labels for “new” and “native” Basque speakers and the ideologies of authenticity and legitimacy that seem to shape these perceptions. The analysis shows that learning the language alone, even to a high degree of competence, does not guarantee a view of themselves as true and genuine speakers of Basque.

In this paper, we study the phenomenon of linguistic mudes or transformations in linguistic practices, in the case of highly proficient speakers of Irish, Basque and Catalan and we investigate the extent to which speakers in the three contexts share ideologies and experiences related to the process. Such an investigation will deepen understanding of the triggers behind the mudes and what it means to successfully become a new speaker of Irish, Basque or Catalan. This is necessary in order to develop a better understanding of how new speakers respond to the linguistic repertoires that they encounter in the various social milieus in which they navigate. The study relates to broader questions of policy towards the three languages in question: as all are operating within a revitalisation framework it is essential to understand the experiences of new speakers who have adopted the languages in order to guide future policy development.

In this study we aimed to examine the relationship between PMS and some mental health variables (anxiety, depression, neuroticism) and coping strategies. We analyzed their predictive value by assessing 55 women's symptoms. We found that all the studied health variables and coping strategies were significantly correlated with reported PMS's Negative Symptomatology scores in the premenstrual phase. Interdisciplinary training programs on instrumental coping strategies might be carried out. In future studies researchers might examine how severe Depression would impact on PMS, and which specific intervention strategies would diminish PMS's distressing effects on women's quality of life worldwide.

Estudios recientes revelan avances puntuales en algunas disfuncionalidades clásicas de la evaluación del aprendizaje universitario. Su desarrollo se vincula a la construcción de un nuevo paradigma evaluativo, ligado al Espacio Europeo de Educación Superior y caracterizado en cinco retos de mejora: Continuidad sensible de la evaluación, Orientación estratégica al aprendizaje, Tareas e instrumentos para el desarrollo y acreditación de competencias, Explicitación e interiorización de criterios y condiciones evaluativas y Participación discente. Este trabajo contrasta la visión de los mismos en una muestra de estudiantes y profesorado de los Grados de Educación Infantil y Primaria. La indagación se ha realizado por medio de un cuestionario, basado en rúbricas que detallan distintos grados de aceptación y cumplimiento en cada uno de los retos. Los resultados revelan que los cinco se juzgan relevantes, sin que se produzcan discrepancias en la aceptación declarada por docentes y discentes. Las diferencias detectadas dentro del intervalo de confianza tienen un efecto de tamaño pequeño y hacen referencia al grado de cumplimiento percibido en tres retos en particular. Al tratar la Explicitación de la evaluación y su Continuidad sensible, el alumnado describe un cumplimiento significativamente inferior, asociado a una menor explotación de la funcionalidad pedagógica de la evaluación. Los estudiantes reconocen que la evaluación no sólo se realiza al final, aunque tampoco creen que se desarrolle de manera sensible e integrada como afirma el profesorado. Asimismo, admiten disponer de información sobre las condiciones evaluativas, pero niegan la realización de tareas que contribuyan a su clarificación. Al valorar la Participación discente en la evaluación, ambos sectores de la muestra reconocen una consecución insuficiente, aunque los promedios de respuesta del alumnado son significativamente menores. Estos resultados sugieren que a pesar de los avances advertidos en la forma, en el fondo la evaluación sigue representando una herramienta principalmente acreditativa.

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.

Eucalypt leaves are an organic matter source of poor quality, and therefore, extensive eucalypt plantations can affect stream ecology. Nevertheless, it is difficult to discern the effects of altered inputs from other impacts of plantations, such as increased erosion from periodic clearcuttings. To assess the effects of eucalypt inputs on organic matter decomposition in streams, we manipulated litter inputs in two headwater streams in the north of the Iberian Peninsula. Three contiguous 50‐m long reaches were selected per stream: the upstream reference reach was left unaltered, while the others were covered and separated by mesh to prevent inputs from the surrounding vegetation, and via downstream transport. Regularly, we provided the covered sites with either native deciduous (middle reach) or eucalypt (lower reach) leaf litter, mimicking the amount and seasonality of inputs from the respective forest types. Two decomposition experiments with alder and eucalypt leaves were performed half a year and 1 year after the beginning of the exclusion of natural inputs. Decomposition for both species was lower in sites receiving eucalypt leaf litter, corresponding with the lower density of shredders in these sites. Moreover, higher alder:eucalypt macroinvertebrate density and biomass ratios in sites receiving eucalypt inputs suggest that invertebrates concentrated on the higher quality alder leaves in those sites. Our study shows that eucalypt inputs can impair stream ecosystem processes in a short time span and suggests that maintaining native leaf litter inputs into streams by intact riparian corridors could help to mitigate the effect of eucalypt plantations on streams.

Given the forthcoming near certain massive disappearance of languages during the twenty-first century, scholars have tried to identify the causes that are leading this process. Among those given, the number of speakers has been considered one of the most important predictors for the future of a language, and different “safety thresholds” have been proposed. However, examination of several sociolinguistic aspects in a fairly large sample of languages worldwide suggests that there is no direct relationship between the number of speakers and the probabilities of survival of a language. In this article, we will show that the number of speakers cannot be considered the only, not even the most important criterion, when trying to anticipate language survival or death. Instead, natural transmission and intergenerational use are shown to be better predictors. We will use data on more than 525 languages, collected by the Amarauna Languages group of the UNESCO Center in the Basque Country, with the purpose of writing a report on the current sociolinguistic situation of the world languages (Martí et al. 2005).

Land use change and nutrient pollution are two pervasive stressors that can modify carbon cycling, as they influence the inputs and the transformation of detritus. Understanding their impact on stream food webs and on diversity is particularly pressing, as streams are largely fuelled by detrital material received from the adjacent riparian environment. Here we assess how a switch from native deciduous forest to Eucalyptus plantations and nutrient enrichment alter the size distribution of stream detritivore communities and decomposition rates of detritus. As expected, more detritus resulted in higher size-independent, or overall, abundance (i.e. higher intercept of size spectra). This change in overall abundance was mainly driven by a change of the relative contribution of large taxa (Amphipoda and Trichoptera), which changed from an average relative abundance of 55.5 to 77.2 % between the sites compared for resource quantity differences in our study. In contrast, detritus quality modified the relative abundance of large vs small individuals (i.e. size spectra slopes), with shallow slopes of size spectra (proportionately more large individuals) associated with sites with nutrient-richer waters and steeper slopes (proportionately fewer large individuals) associated with sites draining Eucalyptus plantations. Decomposition rates of alder leaves due to macroinvertebrates increased from 0.0003 to 0.0142 when relative contribution of large organisms increased (modelled slopes of size spectra: -1.00 and - 0.33, respectively), highlighting the importance of large sized individuals for ecosystem functioning. Our study reveals that land use change and nutrient pollution can greatly impair the transfer of energy through the detrital or 'brown' food web by means of intra- and inter-specific responses to quality and quantity of the detritus. These responses enable linking land use change and nutrient pollution to ecosystem productivity and carbon cycling.

This study analyzes the role of conflict and family structure in developing childreńs internalizing and externalizing symptomatology. The working hypothesis is that the impact on symptomatology is not due to family structure but to adolescents’ perceptions of interparental conflict, the quality of the child-parent relationship, family satisfaction, and maternal symptomatology. Two-hundred and seventy-one Spanish mother-child dyads (adolescents aged between 12 and 16) participated in the study. Firstly, possible differences between intact and divorced families were examined. Secondly, possible internalizing and externalizing symptoms in adolescents were determined as a function of individual, marriage-related, and family-related variables, controlling for family structure. A model based on the cognitive-contextual model (Grych, J. H., & Fincham, F. D. (1990). Marital conflict and children’s adjustment: A cognitive-contextual framework. Psychological Bulletin, 108(2), 267–290.) was tested, showing good fit in both groups, intact and divorced families, and structural invariance; that is, family structure does not moderate child symptomatology when other variables, such as maternal symptomatology and hostile mother-adolescent relationships, are taken into account. The analysis highlights the need to take the following variables into account in family interventions: adolescents’ perceived threat and guilt, hostility in the relations between mothers and adolescents, and maternal symptomatology.

El objetivo principal de esta investigación fue analizar los efectos de una intervención basada en el aprendizaje cooperativo sobre el autoconcepto físico de futuros y futuras docentes de Educación Física. Se utilizó un diseño cuasi-experimental y longitudinal donde se llevó a cabo una intervención durante cuatro meses (46 sesiones de hora y media) en el 3ºcurso del Grado de Magisterio Educación Primaria (mención de Educación Física). Participaron de manera voluntaria 53 estudiantes (41 chicos y 12 chicas con un promedio de edad de 20.9 años). Para valorar el autoconcepto físico de los participantes se les administró el Cuestionario de Autoconcepto Físico (CAF) antes y después de la intervención. El análisis de los datos obtenidos muestra que después de la intervención mejoraron las puntuaciones en todas las escalas del autoconcepto físico. Además, y en consonancia con la literatura científica existente, se encuentran diferencias estadísticamente significativas dependiendo del género, siendo las chicas las que consiguieron puntuaciones más bajas, tanto pre- como post-intervención. Los resultados obtenidos indican que metodologías activas, como el aprendizaje cooperativo, pueden repercutir de manera positiva en el autoconcepto físico de futuros y futuras docentes de Educación Física, pero teniendo en cuenta el tamaño de la muestra y la no presencia de un grupo control, se aconseja prudencia a la hora de establecer relaciones causa-efecto. Abstract. The main purpose of this research was to analyse the effects of a cooperative learning based intervention on the physical self-concept of pre-service Physical Education teachers. 53 third year-students (average age 20.9) minoring in Physical Education (Primary Education Degree) volunteered to participate in this study. The intervention was carried out over four months (46 1.5 h-long sessions). In order to assess the physical self-concept of the participants Physical Self-concept Questionnaire (CAF) was administered before and after the intervention. Data analysis showed that the intervention improved all measured physical self-concept scales. Moreover, there were gender related differences for physical self-concept, with females scoring lower in both pre- and post-intervention questionnaires. These results suggest that active learning methodologies such as cooperative learning could have a positive impact on physical self-concept of pre-service Physical Education teachers.

En els últims 40 anys el nombre de bascoparlants ha crescut molt a causa, sobretot, de l'augment dels nous parlants o, utilitzant la terminologia en basc, euskaldunberris, definits aquí com totes aquelles persones que han après aquesta llengua per un mitjà diferent de la transmissió familiar. Encara que el grup dels nous parlants de basc és estratègic per al desenvolupament futur de la llengua, fins a aquesta recerca no hi ha hagut cap estudi en profunditat sobre ells.Aquest article presenta alguns dels resultats relacionats amb la identitat lingüística dels nous parlants. S'hi exploren les autoadscripcions a les tres principals categories que les vehiculen —euskaldun zaharra (parlant nadiu), euskaldunberri (nou parlant) i euskaldun (parlant de basc)— i s'hi argumenta que aquestes categories indexen identitats que se situen en un continuum d'autenticitat que, al seu torn, es correlaciona amb l'autopercepció dels parlants com a legítims parlants de basc.

Resumen:La competencia evaluativa docente destaca por su incidencia en la enseñanza, el aprendizaje y el desarrollo institucional. Su relevancia se hace especialmente manifiesta en la formación básica de maestras/os, donde el alumnado configura buena parte de las representaciones evaluativas que reproducirá al desempeñar el rol docente. El presente trabajo analiza la visión de una muestra de 704 estudiantes de los Grados de Educación Infantil y Primaria sobre la competencia evaluativa del profesorado. La recogida de información se ha realizado por medio de un cuestionario que capta el cumplimiento percibido en cinco factores vinculados a la evaluación: Diseño, Implementación, Control, Resultados y Revisión. El análisis estadístico ofrece una descripción general de la competencia evaluativa advertida por las/os estudiantes y la contrasta en función del grado de competencia docente que subjetivamente atribuyen al profesorado (poco competente, competente o muy competente en su labor docente) competencia docente que subjetivamente atribuyen al profesorado (poco competente, competente o muy competente en su labor docente). Los resultados revelan percepciones significativamente diferentes sobre la práctica evaluativa desarrollada en los tres grupos docentes. La magnitud de tales diferencias es grande en el Diseño evaluativo y el Control técnico, y media para la Implementación, los Resultados y la Revisión. En todas ellas, los promedios que indican una mayor percepción de cumplimiento recaen sobre el profesorado considerado muy competente en la labor docente. Incluso en este caso, el alumnado percibe un amplio margen de mejora en el ejercicio de la competencia evaluativa. La Revisión de la evaluación y el feedback y la proacción a partir de los Resultados representan, a su juicio, los factores menos desarrollados.

Aristotle, in his Politics, characterized the human being as a social animal (zoon politikón) which had the unique ability not only to express feelings but also values, through language (éjon lógon). These principles of sociability have been one of the most important points of reference for all subsequent discussions on the social link. This paper tries to assess the validity of the philosopher´s postulates today, in the context of an economically globalized society, but also interconnected by social networks. It also aims to outline a readjustment of the human figure for which is proposed the denomination of zoon elektronikón.

The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.

Este artículo pretende contribuir a la toma de conciencia sobre la diversidad lingüístico-cultural de las personas sordas y sus necesidades, así como sobre la situación de exclusión que vivencian en todas las áreas de la vida debido, por un lado, al desconocimiento social de sus características y necesidades y, por otro, a las barreras de comunicación y de acceso a la información. Las personas sordas se encuentran en una situación de discapacidad socialmente desapercibida. Para conocer su realidad, se muestran algunas pinceladas sobre sus características audiológicas y lingüístico-culturales, y se exponen algunos hechos y situaciones que explicitan las barreras sociales y actitudinales a las que se enfrentan en diversos ámbitos de su vida cotidiana. De esta manera se pretende evidenciar la vulneración de los derechos que recoge la legislación vigente y la situación de discriminación en la que viven.Recibido: 03 octubre 2019Aceptado: 24 febrero 2020Publicación en línea: Artículos en prensa 03 abril 2020; Núm. 5 (2020) 26 junio 2020

Physical activity and sport (PAS) programmes are an important part of organized extracurricular activities for children and young people. They appear as potentially inclusive environments where students could be provided with holistic development based on active and healthy lifestyles. The aim of this study was to evaluate and describe the Gipuzkoa School Sport Programme (GSSP) from the positive youth development (PYD). The research was carried out based on CPAR (Critical Participatory Action-Research) methodology: a "CPAR group" was created -including researchers and policymakers- to carry out the evaluation of the GSSP in which we analyzed (a) the social environment or PYD climate and (b) life skills. The evaluation and description of the GSSP confirmed that it meets most requirements for providing positive development contexts and opportunities for PYD. The choice of prioritizing multisport and deliberate play and putting early specialization aside seem key conditions to ensure PYD-promoting environments. This work could serve as a referent for decision-makers in organizations dedicated to designing, developing, implementing, and evaluating PYD-focused extracurricular youth sport programmes.

The main goal of the study is to analyze the metric goodness of the Spanish version of the Adult Prosocialness Scale (Caprara, Steca, Zelli, & Capanna, 2005). Analysis of construct and concurrent validity in two similar samples of young adults, a Spanish sample (target of the adaptation) and an Italian sample (source language), revealed the adequacy of the Spanish version of instrument, with adequate fit of the model in the Spanish group, χ2(96) = 405.28, p = .001, RMSEA = .071, CFI = .94, GFI = .93, and the Italian group χ2(97) = 224.5, p = .001, RMSEA = .075, CFI = .91, GFI = .90. The results also replicated the adequacy of the instrument found in the Italian sample, as the configural and metric invariance was verified in both groups. Analyses of benevolent and power values related to prosociality and differences between genders supported the validity of the scale. In short, the present study confirms the adequacy and sensitivity of the instrument to study prosociality in young adults in a Spanish sample.

The objectives of the study were to analyze the perception of difficulties, curricular adaptations, training and attitude of university teachers about inclusive education and to analyze the differences in perception according to years of experience in university teaching and years of experience with students with disabilities. A descriptive-comparative study is presented, in which 100 university teachers from the area of Physical Activity and Sport and Physical Education, who responded to the questionnaire "Teachers' Perception of Difficulties for Inclusive Education (DPIE)". To obtain the results of the study, the following statistical analyses were used: Cronbach's Alpha, descriptive analysis (mean, standard deviation, percentages, and frequencies), Mann-Whitney U test, the probability of superiority (PS) and Chi-squared test. The results show that teachers have an adequate perception of inclusive education. However, a large part of them (70%) see the need to increase their training in this area. In addition, teachers with more teaching experience showed a better disposition in favor of inclusive education (p < .01), affirming that students with disabilities do not alter the rhythm of the class and therefore do not harm the rest of the students. On the other hand, teachers with more experience with students with disabilities perceived themselves as better prepared and with better perceptions (p < .05) towards inclusive education than teachers with no or less experience with students with disabilities. Resumen Los objetivos del estudio fueron analizar la percepción de las dificultades, adaptaciones curriculares, formación y actitud del profesorado universitario acerca de la educación inclusiva y analizar las diferencias de la percepción en función de los años de experiencia en docencia universitaria y de los años de experiencia con alumnado con discapacidad. Se presenta un estudio descriptivo-comparativo, en el cual participaron 100 docentes universitarios del área de la Actividad Física y Deporte y de la Educación Física, que respondieron al cuestionario “La percepción de dificultades del profesorado para la inclusión educativa (DPIE)”. Para obtener los resultados del estudio se utilizó los siguientes análisis estadísticos: Alpha de Cronbach, análisis descriptivo (media, desviación típica, porcentajes y frecuencias), U de Mann-Whitney, la probabilidad de la superioridad (PS) y el estadístico Chi2. Los resultados muestran que los docentes perciben de una manera adecuada la educación inclusiva. Sin embargo, una gran parte de ellos y ellas (70%) ve necesario aumentar su formación en esta temática. Además, el profesorado con mayor experiencia docente mostró una mejor disposición a favor de la educación inclusiva (p < .01), afirmando que el alumnado con discapacidad no altera el ritmo de la clase y que por tanto tampoco perjudica al resto de estudiantes. Por otro lado, los docentes con mayor experiencia con alumnado con discapacidad se perciben mejor preparados y con mejores percepciones (p < .05) hacia la educación inclusiva que los docentes sin o con menor experiencia con alumnado con discapacidad.

Introduction: Despite the growing emphasis on inclusion, evidence on the longitudinal effects of consecutive training pathways in physical activity remains limited, particularly within initial university-level education. Objective: To assess the impact of a consecutive inclusive physical activity training pathway on the academic and professional development of Physical Activity and Sport Sciences students, focusing on academic self-concept, perceptions of educational inclusion, and evaluations of theoretical and practical training. Method: A longitudinal, quantitative repeated-measures design was employed across one full academic year. University students responded to questionnaires at three time points (R1, R2, and R3), corresponding to key phases of the training pathway. Within-subject analyses were conducted to examine changes over time throughout the complete course sequence. Results: Significant reductions were observed in academic self-concept, perceived academic performance, and academic self-efficacy across the training pathway. Concurrently, significant improvements were found in key dimensions of inclusive practice, particularly in methodology, supports, and community participation, whereas the conception of diversity remained stable. Perceived adequacy of theoretical training increased progressively over time, while perceived adequacy of practical training improved following the first course and subsequently stabilized. Conclusions: The training pathway positively influences students’ preparedness for inclusive education. However, the findings suggest the need to strengthen structured practical experiences that facilitate the transfer of learning to professional practice.

Background The assessment of physical fitness (PF) has traditionally formed part of Physical Education (PE). However, PF testing in schools has generated debate, with critics highlighting negative impacts on students' motivation and self-concept when testing is conducted in isolation, and advocates pointing to its role in tracking progress and informing instruction. This study positions two pedagogical approaches within this debate: Meaningful PE, which emphasises personally relevant, enjoyable, and socially engaging learning through six key features supported by democratic and reflective pedagogies; and Autonomy Support (AS), which applies self-determination theory to foster student choice, rationale provision, and non-controlling communication. We examined the effects of these approaches when integrated into PF units.Material and method Ninety-two students (M = 14.75 years; SD = 0.58) from the third and fourth year of secondary education from two schools were divided into two groups (Meaningful PE group, n = 48 and AS group, n = 44). A quasi-experimental design with pre-test and post-test measures was used.Results Repeated measures ANOVAs taking time as a within-subject factor, and group and gender as between-subject factors, revealed significant factor x group interactions in identified regulation, external regulation, amotivation, self-determination index (SDI) and negative affect in favour of the Meaningful PE group. No factor x gender interactions were found. Intergroup MANOVA(s) showed that, at pre-test, the Meaningful PE group reported higher intrinsic motivation, introjected regulation, and autonomy, while the AS group reported higher physical attractiveness. At post-test, the Meaningful PE group reported higher intrinsic motivation, identified regulation, introjected regulation, and SDI, whereas the AS group reported higher negative affect. Irrespective of the intervention, most variables reflected higher levels in males.Impact statement Embedding Meaningful PE within PF units appears to foster more self-determined motivational profiles and reduce negative affect compared to approaches based on AS. These findings align with scholarship highlighting that pedagogical coherence, personal relevance, and meaningful engagement are central to students' motivational and affective responses to PF tasks. Framing fitness assessment within broader educational goals, rather than as isolated performance measures, may help address longstanding motivational concerns associated with PF in PE. The results underscore that the educational value of PF is not inherent to the content itself, but contingent upon the pedagogical framework through which it is enacted. From an educational perspective, these findings provide PE teachers with evidence-based guidance to implement meaningful, student-centred fitness practices that enhance motivation, reduce negative affect, and promote inclusive experiences.