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Maria-Llanos Luque Sánchez Department of Social Psychology, Faculty of Psychology University of The Basque Country (UPV/EHU) |
| Participants: | 38 |
| Type of Study: | longitudinal |
| Location: | Basque Country |
| Media type: | video, not linked |
| DOI: | doi:10.21415/ZTSW-4514 |
Luque, M.LL. (2004). Adquisición-aprendizaje del Euskara a través de la inmersión total precoz (2-4 años): Análisis psico-socio-lingüístico-pedagógico. Tesis Doctoral, Universidad del País Vasco (UPV/EHU).
Luque, M.LL. (2003). Euskararen irakaskuntza eta jabekuntza-ikaskuntza estrategiak (2-4 urtekoek) D-ereduan. BAT-Soziolinguistika, 49,111-129.
Luque, M.LL. & Azurmendi, M.J. (2000). Adquisición del euskara en aulas de inmersión: un enfoque comunicativo. In D. Caballero, M.T. Méndez & J. Pastor (eds.) La mirada psicosociológica: Grupos, procesos, lenguajes y culturas (pp. 476-82). Madrid: Biblioteca Nueva.
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references.
These data were collected, transcribed, coded and analyzed by Maria-Llanos Luque. They are a part of a larger corpus from Maria-Llanos Luque’s doctoral thesis entitled “Adquisición-aprendizaje del Euskara a través de la inmersión total precoz (2-4 años): Análisis psico-socio-lingüístico-pedagógico” directed by Maria-Jose Azurmendi (University of Basque Country). This research project has received support from Basque Government’s Department of Education, Universities and Research (BFI94.101, Mod.AE). These transcripts are adapted and analyzed in the research project entitled “Adecuación y adaptación del Modelo psico-socio-lingüístico-pedagógico de adquisición-aprendizaje del euskara, a través de la inmersión total precoz (2-4 años)” carried out by Maria-llanos Luque and directed by Maria-Jose Azurmendi (University of Basque Country), and Elisabet Serrat (University of Girona).
This corpus contains the transcripts from a longitudinal study of 38 children schooled in preschool (at age 2 and 3) in D-education model (totally in Basque) from the Autonomous Community of the Basque Country (Bizkaia). In both Basque and Spanish, 11 children started school at age 2 and 8 at age 3. Data collection with those who began at age 2 occurred in January and February 1996 (Visit 1) with a follow-up in May and June (Visit 2). The same pattern was followed in 1997 for the total sample for Visits 3 and 4.
The communicative interaction was videotaped during two complete and consecutive mornings in each classroom from three schools. All participants in this context are pupils from classroom (selected children from sample and the rest of children). Two contexts are distinguished in this situation:
“Corro”: children are placed in semicircle, looking at the blackboard and the teacher. This situation is repeated during the class day: in the morning welcome, having breakfast, when the teacher shows a story book, numbers, colors, etc. These activities are carried out as a ‘formal’ teaching.
“Txokos”: children play in txokos or corners. They are grouped in the different corners. During a fixed time, they do different activities in the corners: painting, drawing, puzzles, theatre, clay, etc. All the children do all the activities.
The communicative interaction was videotaped during 20 minutes. The researcher plays with each child in individual play sessions. Moreover, each child tells a well-known story book (Red Riding Hood).
Participants’ dictionary:
| 1ª application | 3ª application | 4ª application | |
| Subject age | 2 years old | 3 years old | 3 y 4 years old |
| 1.1 Txoko group context | 0LAN1PFELItxo.txt 0LAN1PARRItxo.txt 0LAX1PESTItxo.txt | 0KAR3PLEIREtxo.txt 0LAN3PFELItxo.txt 0LAN3PKARMtxo.txt 0LAX3PKARMtxoA.txt 0LAX3PKARMtxoB.txt 0LAX3PMARTItxo.txt 0LAX3PINMAtxo.txt | 0KAR4PLEIREtxo.txt 0LAN4PFELItxo.txt 0LAN4PKARMtxo.txt 0LAX4PKARMtxo.txt 0LAX4PMARTItxo.txt 0LAX4PINMAtxo.txt |
| 1.2 Corro group context | 0KAR1PAMA1.txt 0LAN1PFELIko.txt 0LAN1PARRIko.txt 0LAX1PESTIAko.txt | 0KAR3PLEIREko.txt 0LAN3PFELIko.txt 0LAN3PKARMko.txt 0LAX3PKARMko.txt 0LAX3PMARTIko.txt 0LAX3PINMAko.txt | 0KAR4PLEIREko.txt 0LAN4PFELIko.txt 0LAN4PKARMko.txt 0LAX4PKARMko.txt 0LAX4PMARTIko.txt 0LAX4PINMAko.txt |
| Individual context | 0CHI01cas1.txt 0CHI02cas1.txt 0CHI03cas1.txt 0CHI04cas1.txt 0CHI06cas1.txt 0CHI10cas1.txt 0CHI11cas1.txt 0CHI15cas1.txt 0CHI16cas1.txt 0CHI17cas1.txt 0CHI18cas1.txt | CHI01cas3.txt CHI02cas3.txt CHI03cas3.txt CHI06cas3.txt CHI10cas3.txt CHI11cas3.txt CHI15cas3.txt CHI16cas3.txt CHI17cas3.txt CHI18cas3.txt CHI23cas3.txt CHI24cas3.txt CHI25cas3.txt CHI26cas3.txt CHI32cas3.txt CHI33cas3.txt CHI34cas3.txt CHI35cas3.txt | 0CHI01cas4.txt 0CHI02cas4.txt 0CHI03cas4.txt 0CHI06cas4.txt 0CHI10cas4.txt 0CHI11cas4.txt 0CHI15cas4.txt 0CHI16cas4.txt 0CHI17cas4.txt 0CHI18cas4.txt 0CHI23cas4.txt 0CHI24cas4.txt 0CHI25cas4.txt 0CHI26cas4.txt 0CHI32cas4.txt 0CHI33cas4.txt 0CHI34cas4.txt 0CHI35cas4.txt |
| Individual context | 0CHI05eus1.txt 0CHI07eus1.txt 0CHI08eus1.txt 0CHI09eus1.txt 0CHI12eus1.txt 0CHI13eus1.txt 0CHI14eus1.txt 0CHI19eus1.txt 0CHI20eus1.txt 0CHI21eus1.txt 0CHI22eus1.txt | 0CHI05eus3.txt 0CHI07eus3.txt 0CHI08eus3.txt 0CHI09eus3.txt 0CHI12eus3.txt 0CHI13eus3.txt 0CHI14eus3.txt 0CHI19eus3.txt 0CHI20eus3.txt 0CHI21eus3.txt 0CHI22eus3.txt 0CHI27eus3.txt 0CHI28eus3.txt 0CHI29eus3.txt 0CHI30eus3.txt 0CHI31eus3.txt 0CHI36eus3.txt 0CHI37eus3.txt 0CHI38eus3.txt | 0CHI05eus4.txt 0CHI07eus4.txt 0CHI08eus4.txt 0CHI09eus4.txt 0CHI12eus4.txt 0CHI13eus4.txt 0CHI14eus4.txt 0CHI19eus4.txt 0CHI20eus4.txt 0CHI21eus4.txt 0CHI22eus4.txt 0CHI27eus4.txt 0CHI28eus4.txt 0CHI29eus4.txt 0CHI30eus4.txt 0CHI31eus4.txt 0CHI36eus4.txt 0CHI37eus4.txt 0CHI38eus4.txt |
Symbols added for coding these data:
This research project was supported by Basque Government’s Department of Education, Universities and Research (BFI03.338, Mod.DE).
Thanks to Irati Iriondo and Marijo Ezeizabarrena (m.ezeizabarrena@ehu.eus) for figuring out the correspondences between the transcripts and the video.