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\"This book explores the attitudes, opinions and life experiences of first and second generation intra-state immigrants who are convinced and committed Basque nationalists. Based on in-depth interviews with activists, it challenges many of the assumptions often made about Basque nationalism as an exemplary case of ethnic nationalism in the exclusive sense. Focusing on activists' migration history, their experiences of social and political inclusion and exclusion, their national and regional identities, their political identities and their experiences of political activism, the author explores the role of origins, identity and life experience in activists' willingness to engage with Basque nationalism. As such, Intra-State Immigrants as Sub-State Nationalists will appeal to scholars of sociology and politics with interests in migration, national identities and nationalist movements\"-- Provided by publisher.

The literature reveals the difficulty of teaching minority languages in multiethnic and multilingual regions. Studies about teachers’ perceptions when instructing a minority language might help stakeholders to design interventions to overcome this problem. The first aim of this study was to describe teachers’ perceptions of type of issues, student complaints, and behaviors when teaching in Basque. The second aim was to state whether there is any relation between the origin of the students, the teachers’ working experience, and working region with the occurrence of issues, type of complaints in class, and the role of students’ parents. The data for this study were collected using an online questionnaire answered by 197 teachers. A descriptive analysis of the answers was performed using SPSS® (Statistical Package for the Social Sciences). Chi-square analyses were conducted to study the relation between variables. Results indicate that teachers believe Basque is sometimes undermined in their teaching practice, but no difference is perceived between local and migrant students. Conversely, regarding teachers’ views, negative attitudes toward Basque are mostly influenced by students’ families. This provides evidence to encourage education stakeholders to design better lessons involving the teaching of Basque.

Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.

In Spain, more than 40 % of the population lives in officially bilingual regions in which the minority language is used as a means of instruction at school and university. In addition, the increasing importance attached to learning English has led to the proliferation of multilingual school programs in which different languages are used to teach content. With this background in mind, this article analyzes students' motivation to learn Spanish, minority languages (Basque, Catalan, or Galician), and English (as the predominant foreign language). Because the percentage of immigrant students has steadily increased in the last 2 decades, special attention will also be paid to how they react to the multilingualism they have to face in the education system. The review of the literature will critically discuss the impact of global English on motivation to learn the other languages in contact and will examine the adequacy of current research approaches with a view to developing an agenda for needed research. (Verlag).

This article introduces a pioneering concept in the field of language promotion: language branding. Branding mechanisms offer a novel framework for modernizing and enhancing linguistic planning efforts. Drawing on brand analysis theories from the commercial domain, this study develops a methodology to assess the brand image of languages. Addressing brand image is essential, as the construction of a language's brand can significantly influence speaker preferences. The research presents the first applied case by analyzing the brand image of the Basque language, a minority language supported by an organized revitalization movement with both institutional and grassroots backing. The study employs an innovative methodology rooted in branding literature, adapting it to the linguistic field through a combination of qualitative exploratory methods (focus groups) and quantitative brand measurement techniques (surveys). The Basque language brand is evaluated across several hierarchical dimensions: awareness, associations, attitudes, attachment, and activity. The results reveal that Basque enjoys a high level of emotional attachment among speakers. However, its brand associations remain heavily tied to a symbolic and mythical traditional imagery, which limits its perception as a practical tool for everyday communication.

The aim of this research was to know the factors associated with teen dating violence and victimization because violence in teenagers’ relationships is increasing in recent years, constituting a serious social problem. For this purpose, we analyzed teen dating violence and explored the variables (sexist attitudes, personal adjustment, clinical maladjustment, and resilience) related to teen dating violence and victimization using multinomial logistic models. The sample was composed of 268 school teenagers aged 12 to 17 from the Basque Country (Spain). Results showed that sex, age, sexism, and self-esteem predicted teen dating violence and that sex and social problems predicted victimization. Associations between the wide range of variables and types of perpetration and victimization (verbal-emotional, relational, and physical) were also explored. These results could be taken into consideration for future prevention programs.

Teaching based on active methodologies emphasizes the importance of giving students a leading role in the learning process. With the implementation of the European Higher Education Area, universities have undergone a reform that significantly increased student involvement in the teaching-learning process. The University of the Basque Country (UPV/EHU) responded to this change by introducing its own educational model: IKD i3. The general objective of this research is to explore the effect of the IKD i3 strategy on the teaching staff of the UPV/EHU. The study aims to identify the active methodologies adopted by the teaching staff and the reasons behind the use (or not) of these methodologies. A total of 403 teachers participated in the study, and their opinions were gathered freely to accurately represent their viewpoints. The results reveal that teaching staff at the UPV/EHU utilize active methodologies, with the most frequent being problem-based learning, cooperative learning, and the case study method. The reasons for incorporating these methodologies vary and include both benefits for students and advantages related to teaching, while the rationale for not using active methodologies is based on the lack of training, time constraints, and having a large number of students. Interestingly, the teachers who expressed these arguments were primarily those who were not familiar with or actively participating in the IKD i3 educational model. We believe that while our findings validate the UPV/EHU's IKD i3 educational model, they also highlight the importance of universities not only having an educational model but also fostering a culture that encourages the active engagement of teaching staff. This commitment is essential to effectively develop and implement such a model. (HRK / Abstract übernommen).

Background Immigrant populations face diverse barriers to accessing appropriate healthcare services on several levels. In the Basque Country, Sub-Saharan African women were identified as facing the largest barriers to access them. The aim of the study is to analyse Sub-Saharan African immigrant women's perceptions and experiences of access to appropriate healthcare in the public health system in the Basque Country, Spain. Methods Fourteen women from eight Sub-Saharan African countries who have used the Basque public healthcare services were interviewed. A qualitative content analysis was applied: meaning that units were identified, coded and the resulting codes were then organized into three categories. Results The first category, Fearing to enter a health system perceived as not friendly for immigrants, included factors, mainly those related to legal conditions for accessing healthcare services and lack of lawful documentation, that made women avoid or discontinue seeking out healthcare. The second category, Being attended on professionals' own communication terms, comprised how the lack of effective communication compromised not only the access of the immigrant women to healthcare services, but also their health. Lastly, the third category, Is mistreatment based on racism or merely on bad luck? described how being an immigrant and black influenced the way they were (mis)treated in the health system. Conclusion For Sub-Saharan African immigrant women, accessing appropriate healthcare in the Basque Country was perceived to be subject to institutional barriers. At the legal level, barriers included lack of entitlement, difficulties in fulfilling legal access conditions and lack of documentation. The lack of communication with health centre staff and their attitudes, guided by a stereotyped social image of immigrants and black people, also hindered their possibilities of receiving appropriate healthcare. Facilitators for accessing healthcare included strategies from individual professionals, personal networks and social actors to help them to cope with the barriers. There is a need of reinforcing inclusion values and rights-based approach to attention among staff at the health centres to have more non-discriminatory and culturally appropriate health systems.

Purpose This study aims to analyse how first-year undergraduate audiovisual communication students assess the credibility and reliability of information on Wikipedia in Basque and analyse whether the experience of being a Wikipedia editor helps to improve students’ perceptions of Wikipedia’s trustworthiness. The purpose of this project was to help students to better understand the credibility mechanisms of Wikipedia in Basque regarding the work of editing and creating entries. Do students’ perceptions about how reliable Wikipedia is change if they receive training as Wikipedia content editors and understand Wikipedia’s credibility mechanisms? What are their perceptions about the credibility of Wikipedia? Design/methodology/approach The authors observed and analysed students’ behaviour and perceptions when creating Wikipedia articles and learning about the process of evaluating Wikipedia. This research was carried out at [masked for review] over four consecutive years, where 188 students in the Degree Programme in Audiovisual Communication participated through a questionnaire and in-depth interviews. Findings After the experience of creating content on Wikipedia and learning about Wikipedia’s credibility mechanisms experientially, the majority of students reported that their perception of Wikipedia’s credibility had increased, and 70% of students believed Wikipedia to be reliable or more reliable than expected. A smaller number of students stated that understanding Wikipedia’s editing processes decreased their perception of Wikipedia’s credibility. Practical implications This project will lead to a better understanding of the performance of students in editing content on Wikipedia and of the impact that this editing experience has on students’ perceptions of credibility with respect to Wikipedia. It will make it possible to better incorporate Wikipedia content editing into the learning processes of students and citizens. This study provides interesting keys to improving the reliability and credibility of Wikipedia among students. Social implications As the study examined Basque Wikipedia, it has important social implications since Basque is a minority language and Wikipedia is the main sources of information for students who study in Basque. Originality/value The authors have been analysing the credibility of information in general and that of information on Wikipedia in particular since 2010. Based on this experience, the authors decided to design this study so that it was carried out while the students were creating and editing Wikipedia content as part of a project in their educational curriculum. Furthermore, the study expands the body of research carried out to date by incorporating the perspectives of media studies students.

We analyse parental school preferences in two contiguous provinces of northern Spain, which offer very different school choices since only one of them is bilingual. Basque-Spanish bilingualism affects the school system, labour market, and, consequently, family budgets in the Basque Country. In Cantabria, Spanish is the only official language, and English is the second language typically offered in the school system. Using two discrete choice experiments applied to school choice, we estimate parents’ willingness to pay for different school characteristics in the two areas. We find that the most highly valued school characteristic in both areas is the language of instruction, but in the Basque Country, where the minority language indirectly has a wage premium in the local labour market, its importance relative to other characteristics is more salient.