LANGUAGE POLICY REPORT 2010 ARANESE OCCITAN Language Policy Report 2010 Aranese Occitan
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Irati GARCÉS RUIZ G B L
Irati GARCÉS RUIZ A STUDY ON MOTIVATION AND ATTITUDE TOWARDS LANGUAGE LEARNING IN YOUNG LEARNERS TFG/GBL 2019/20 DIDÁCTICA DE LA LENGUA Grado en Maestro de Educación Primaria / Lehen Hezkuntzako Irakasleen Gradua Grado en Maestro en Educación Primaria Lehen Hezkuntzako Irakasleen Gradua Trabajo Fin de Grado Gradu Bukaerako Lana A STUDY ON MOTIVATION AND ATTITUDE TOWARDS LANGUAGE LEARNING IN YOUNG LEARNERS Irati GARCÉS RUIZ FACULTAD DE CIENCIAS HUMANAS Y SOCIALES GIZA ETA GIZARTE ZIENTZIEN FAKULTATEA UNIVERSIDAD PÚBLICA DE NAVARRA NAFARROAKO UNIBERTSITATE PUBLIKOA ii Estudiante / Ikaslea Irati GARCÉS RUIZ Título / Izenburua A study on motivation and attitude towards language learning in young learners Grado / Gradu Grado en Maestro en Educación Primaria / Lehen Hezkuntzako Irakasleen Gradua Centro / Ikastegia Facultad de Ciencias Humanas, Sociales y de la Educación / Giza, Gizarte eta Hezkuntza Zientzien Fakultatea Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa Director-a / Zuzendaria Amparo LÁZARO IBARROLA Departamento / Saila Departamento de Ciencias Humanas y de la Educación / Giza eta Hezkuntza Zientzien Saila Curso académico / Ikasturte akademikoa 2019/2020 Semestre / Seihilekoa Primavera / Udaberria A study on motivation and attitude towards language learning in young learners iii Preámbulo El Real Decreto 1393/2007, de 29 de octubre, modificado por el Real Decreto 861/2010, establece en el Capítulo III, dedicado a las enseñanzas oficiales de Grado, que “estas enseñanzas concluirán con la elaboración y defensa de un Trabajo Fin de Grado […] El Trabajo Fin de Grado tendrá entre 6 y 30 créditos, deberá realizarse en la fase final del plan de estudios y estar orientado a la evaluación de competencias asociadas al título”. El Grado en Maestro en Educación Primaria por la Universidad Pública de Navarra tiene una extensión de 12 ECTS, según la memoria del título verificada por la ANECA. -
Spain-Cataluna
No. Country Region 1 Info Spain is a country in Southwestern Europe with some pockets of Spanish territory across the Strait of Gibraltar and Catalonia is an autonomous community on the northeastern corner of Spain, self-designated as a nationality by the Atlantic Ocean. Its continental European territory is situated on the Iberian Peninsula. Its territory also includes its Statute of Autonomy. Catalonia consists of four provinces: Barcelona, Girona, Lleida, and Tarragona. The two archipelagoes: the Canary Islands off the coast of Africa, and the Balearic Islands in the Mediterranean Sea. The largest city is Barcelona, the second-most populated municipality in Spain and the core of the sixth most African enclaves of Ceuta, Melilla, and Peñón de Vélez de la Gomera, make Spain the only European country to have populous urban area in the European Union. It comprises most of the territory of the former Principality of a physical border with an African country (Morocco). Several small islands in the Alboran Sea are also part of Catalonia (with the remainder Roussillon now part of France's Pyrénées-Orientales, Occitanie). It is bordered Spanish territory. The country's mainland is bordered to the south and east by the Mediterranean Sea except for a by France (Occitanie) and Andorra to the north, the Mediterranean Sea to the east, and the Spanish autonomous small land boundary with Gibraltar; to the north and northeast by France, Andorra, and the Bay of Biscay; and to communities of Aragon to the west and Valencia to the south. The official languages are Catalan, Spanish, and the west and northwest by Portugal and the Atlantic Ocean. -
Cuarto Informe Sobre El Cumplimiento En España De
Strasbourg, 9 May 2014 MIN-LANG (2014) PR 5 EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Fourth periodical report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter SPAIN MINISTERY STATE SECRETARY FOR PUBLIC ADMINISTRATIONS FOR FINANCES AND PUBLIC ADMINISTRATIONS DIRECTORATE GENERAL FOR COORDINATION OF COMPETENCES WITH AUTONOMOUS COMMUNITIES AND LOCAL ENTITIES FOURTH REPORT ON THE APPLICATION BY SPAIN OF THE EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES, OF THE COUNCIL OF EUROPE 2010 - 2013 2 INDEX PAGE I. INTRODUCTION ....................................................................................... 3 II. LANGUAGES RECOGNISED AS CO-OFFICIAL IN THE STATUTES OF AUTONOMY OF THE AUTONOMOUS COMMUNITIES ......................................................................................... 4 A) SITUATION OF THESE CO-OFFICIAL LANGUAGES IN EACH AUTONOMOUS COMMUNITY ........................................................... 4 Catalan in Catalonia ............................................................................. 4 Catalan in the Balearic Islands ............................................................. 32 Galician in Galicia ................................................................................ 46 Valencian in Valencia ........................................................................... 69 Basque in the Basque Country ............................................................. 90 Basque in Navarre .............................................................................. -
Volunteer Guide
VOLUNTEER’S GUIDE Credits in tortosa DRAWINGS: Jordi Castells Pruñonosa PHOTOS: Cecile Thevenot FINANCED BY: Youth In Action Program Visibility activity of a European Voluntary Service INTRODUCTION INDEX This guide provides some practicalinformation about Spain, Catalonia and Tortosa, as well as some cultural updates , to make the stay of an EVS volunteer in Tortosa easier or to help you to decide whether to make your EVS here! You can also find some useful tips, notes and usefulweb addresses for more information about the Introduction region and the city. At the end of your EVS project, you'll be able to add a bit of your experience in it! If you want to add some notes, use this space, and if you think it could YouthIn be useful to future volunteers, send us your notes! Action Spain Catalonia Terresdel'Ebre Tortosa Dictionary This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1 2 YOUTHINACTION Youthexchanges Youth Exchanges aim to gather young Erasmus, Socrates, Leonardo, Grundvig … sounds to you something else than old people from two or more countries, famous people? offering them the opportunity: m to discuss different topics, Youth In Action is another program of theEuropean Union , that aims to develop no m to have contact with other cultures formal educationand volunteering opportunities for youngsters. The program runs and other countries, around 5 actions open to youngsters between 13 and 30 years old and to youth m to learn more about themselves and workers. -
Commentary: the Roots of Catalan Identity and Ethno-Nationalism Alan
Journal on Ethnopolitics and Minority Issues in Europe Vol 16, No 3, 2017, 55-63. Copyright © ECMI 2017 This article is located at: http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/201 7/Anderson3.pdf Commentary: The Roots of Catalan Identity and Ethno-Nationalism Alan B. Anderson* University of Saskatchewan For decades, ample attention has been devoted by international social scientists and humanists to documenting and analyzing Catalan ethno-nationalism. Yet relatively few of these scholarly sources have delved into the long history of Catalonia. Indeed, an appreciation of the complex history of Catalonia is vital in understanding how deep-rooted have been the Catalan search for identity, the uniqueness of Catalan language and culture, and the development of Catalan politicization. One particularly useful, recently re-published and updated source is The History of Catalonia, written by F. Xavier Hernandez, Professor of Didactic Social Sciences at the University of Barcelona. The first edition in English was initially published in 2007, with a second edition published in 2014, available (in English as well as other languages) from the Museu d’Historia de Catalunya in Barcelona. There are seven (unnumbered) chapters in this concise yet detailed book. The first chapter, titled ‘Prehistory and Old World’, takes us a very long way back into the history of the region which eventually became Catalonia – in fact, an astonishing 450,000 years into the first evidence of pre-Neanderthal remains and Palaeolithic tools. Accompanying maps indicate the locations of * Alan B. Anderson is Professor Emeritus of Sociology and a former Chair of the International Studies Program at the University of Saskatchewan (Canada). -
Digitalisation of Construction Planning in Poland
Cyfryzacja procesu budowlanego w Polsce Konsultacje branżowe 19 Marzec 2020 Projekt jest realizowany przy wsparciu finansowym i merytorycznym Unii Europejskiej w ramach programu Komisji Europejskiej w zakresie wspierania reform strukturalnych (DG Reform) Zespół projektowy Komisja Europejska. Program Wsparcia Reform Strukturalnych Komisji Europejskiej (DG Klient Reform). Wsparcie w przygotowaniu i wdrażaniu reform administracyjnych i strukturalnych poprzez mobilizację funduszy UE i wiedzy technicznej Ministerstwo Rozwoju. Projekt koordynowany jest przez Departament Architektury, Beneficjent Budownictwa i Geodezji. Misją Ministerstwa jest wspieranie przedsiębiorczości oraz zwiększanie efektywności polskiego biznesu poprzez rozwój innowacyjnych rozwiązań PwC. Doradztwo w międzynarodowych projektach związanych z wdrażaniem BIM. Konsultant Poprzez naszą globalną sieć wspieramy instytucje publiczne i przedsiębiorstwa prywatne w opracowywaniu i wdrażaniu strategii BIM oraz przygotowaniu zakupów z wykorzystaniem BIM Stowarzyszenie BIM Klaster. Polscy i międzynarodowi eksperci. Posiadają wiedzę na temat obecnej sytuacji i wdrażania BIM na rynku polskim wraz z jego wyzwaniami i specyfiką DZP. Zespół prawny specjalizujący się w polskim i unijnym prawie zamówień publicznych PwC 3 Agenda 1. Podsumowanie spotkań z interesariuszami 05 2. Cel i struktura ankiety 07 3. Analiza wyników ankiety 10 4. Wdrożenie BIM w Wielkiej Brytanii 22 5. Wdrożenie BIM w Hiszpanii 51 6. Wdrożenie BIM w Czechach 111 7. Q&A 123 Przerwa 8. Wdrożenie BIM w Polsce 125 8.1 Założenia -
Encyclopedia of the World's Endangered Languages Europe And
This article was downloaded by: 10.3.98.104 On: 26 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK encyclopedia of the world’s endangered languages christopher moseley Europe and North Asia Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203645659.ch3 Tapani Salminen Published online on: 01 Mar 2007 How to cite :- Tapani Salminen. 01 Mar 2007, Europe and North Asia from: encyclopedia of the world’s endangered languages Routledge Accessed on: 26 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203645659.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. 3 Europe and North Asia Tapani Salminen An outline of the chapter The coverage of this chapter is defined geographically with certain ethnolinguistic considerations. In broad terms, it includes languages spoken in Europe (including Malta and Cyprus), Anatolia, Caucasia, Central Asia, Mongolia, Manchuria and Siberia. -
Language Policy Report 2010
LANGUAGE POLICY REPORT 2010 I. The legal framework for language I. THE LEGAL FRAMEWORK FOR LANGUAGE 1. Prevailing legal framework 1.1. The Statute of Autonomy of Catalonia 1.1.1. The constitutional and statutory framework of the system of official languages and the powers of the Generalitat in this area 1.1.2. Language rights and duties and the guiding principles of public policy with respect to language 1.1.2.1. Public Administration and associated bodies 1.1.2.2. Education 1.1.2.3. The media 1.1.2.4. The socioeconomic sphere 1.1.2.5. Cooperation and external promotion 1.1.3. The recognition of Catalan sign language 1.2. The Language Policy Act 1.2.1. Public Administration and associated bodies 1.2.1.1. Regulation of use 1.2.1.2. The regulation of knowledge 1.2.1.3. The use of Catalan in the field of justice 1.2.1.4. Registries and notaries 1.2.1.5. Onomastics 1.2.2. Education 1.2.2.1. Compulsory education 1.2.2.2. University education 1.2.3. Media and cultural industries 1.2.3.1. The broadcast media 1.2.3.2. The Catalan Broadcasting Corporation 1.2.3.3. Local TV stations 1.2.3.4. The Catalan Audiovisual Council 1.2.3.5. Information and communication technologies 1.2.3.6. The cultural sphere 1.2.4. The socioeconomic sphere 1.2.5. External promotion 1 I. The legal framework for language 1.3. Education Act 1.4. Consumer Code of Catalonia Act 1.4.1. -
Writing Systems
Writing systems. 2 3 HUMAN EXPRESSIONS IN WRITTEN FORM IN LINGUISTICS AND BEYOND . Darius George Wenzeck BA THESIS - GRAPHIC DESIGN AND VISUAL COMMUNICATION BERLIN INTERNATIONAL - UNIVERSITY OF APPLIED SCIENCES 21 DECEMBER 2018 Writing systems. Human expressions in written form in linguistics and beyond. by Darius George Wenzeck Bachelor Thesis Graphic Design and Visual Communication Berlin International University of Applied Sciences Advisors Prof. Alexander Tibus Graphic Design and Visual Communication Prof. Dr. Carola Ebert History and Theory of Architecture and Design Berlin, Germany 21 December 2018 Table of Content I. Abstract 10 XII.2. Stroke Notation 40 II. Introduction 12 XII.2.1. Decimal 41 III. Methodology 13 XII.3. Mathematical Notation 41 IV. Proto Writing 14 XIII. Conclusion - Rethink writing 43 IV.1. Ideographs 15 XIV. Project 46 IV.2. The Furthest 16 XV. Bibliography 51 V. Writing is language painting 17 XV.1. Images and Drawings 55 VI. Systems 19 VI.1. Orthography 20 VI.2. Script 20 VII. Pictorial Storytelling 21 VII.1. iLliteracy 21 VII.2. Calligraphy 22 6 VIII. Visual vs Meaning 23 7 IX. The classical typology of Writing systems 24 X. Words 25 X.1. Logographic 25 X.1.1. Hieroglyphs 26 X.1.2. Kanji 28 X.2. Syllabaries 30 X.2.1. Cuneiform 30 X.3. Letter 31 X.4. Oxroad - part one 31 X.5. Alphabets 32 X.5.1. Latin 32 X.5.2. Globalization 35 XI. Oxroad - part two 36 XII. Numbers 37 XII.1. The language and grammar of Mathematics 37 XII.1.1 Linguistics vs Mathematics - And 38 XII.1.2 Linguistics vs Mathematics - Is 39 " The true sign of intelligence 8 is not 9 knowledge but imagination." ALBERT EINSTEIN Scientific illiteracy makes up a constant problem in our educational systems. -
© Lingüistica Occitana (2006) Occitan and ISO. Questions and Answers
© Lingüistica Occitana (2006) Occitan and ISO. Questions and answers about the name of a language. Patrick Sauzet Université de Toulouse II 1) A language or a group of languages ? The vast majority of scientific approaches as well of cultural and social activities concerning Occitan (or “Oc language”, or “Provençal” lato sensu) treats it as one language, whatever internal variation is also recognized in this language. In the Middle Age, the poetry of the Troubadours constitutes one litterature, written in a rather homogeneous linguistic variety and writers (and musicians) from all over the Occitan speaking area contributed to this important litterary production. In the times of Romanticism, the linguistic and litterary revival movement known a « Felibrige », although it first developped in Western Provence, has always sought to gather writers from all the Occitan domain, and it succeeded in doing so. Emblematically enough, Frederic Mistral, the main leader of this cultural revival and the most renowned and influential Occitan writer and thinker in the XIX century, later Nobel Prize, compiled a panoccitan dictionary, the most comprehensive up to now (Lou Trésor dóu Felibrige). Felibrige is still a living association and constantly advocates a unitary conception of the language. ‘Occitanism’ was first a trend within the Felibrige and close links still bind the two movements in many areas. The new approach promoted the use of the word “Occitan” and a new orthography (in fact a modernised version of the medieval notation for the language). Concerning the unity of the language, occitanists and Felibres share the same point of view, no matter how they prefer to name the language (Occitan, Oc language, Provençal). -
Standardization of National Languages
UIP-BERICHTE UIE REPORTS DOSSIERS IUE 5 STANDARDIZATION OF NATIONAL LANGUAGES SYMPOSIUM ON LANGUAGE STANDARDIZATION 2-3 February 1991 edited by Utta von Gleich and Ekkehard Wolff Unesco-Institut für Pädagogik, Hamburg Unesco Institute for Education, Hamburg Institut de l'Unesco pour l'Education, Hambourg 5 STANDARDIZATION OF NATIONAL LANGUAGES SYMPOSIUM ON LANGUAGE STANDARDIZATION 2-3 February 1991 edited by Utta von Gleich and Ekkehard Wolff Under the auspices of the Graduate Program for the Study of Langage Contact and Multilingualism, University of Hamburg and the Unesco Institute for Education, Hamburg © Unesco Institute for Education (UIE) and Graduiertenkolleg Mehrsprachigkeit und Sprachkontakte Joint publication with the Research Centre for Multilingualism and Language Contact, University of Hamburg Ref. AZM 42/1991 ISSN 0176-559X The Unesco Institute for Education, Hamburg, is a legally independent entity. While the programmes of the Institute are established along the lines laid down by the General Conference of Unesco, the publications of the Institute are issued under its sole responsi- bility; Unesco is not responsible for their contents. The point of view, selection of facts, and opinions expressed are those of the authors and do not necessarily coincide with official positions of the Unesco Institute for Education, Hamburg. The designations employed in the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Unesco Secretariat concerning the legal status of any country or territory, or of its authorities, or concerning the delimitations of the frontiers of any country or territory. Unesco Institute for Education Feldbrunnenstrasse 58 W-2000 Hamburg 13 Germany Tel.