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-Albero-Andrés, M. (2012).  Minds and Screens: Communication and Socialization from a Complexity Perspective, in: Massip-Bonet, M. À., & A. Bastardas-Boada (eds.), Complexity perspectives on language, communication and society. Berlin: Springer, pp. 103-15.

The chapter presents an example of the application of the complexity perspective to the study of social reality. In particular, it focuses on analyzing the relationship between young people, media and education in today’s society. First it examines the types of assumptions that often guide research in this field and that have contributed to a rather simplistic approach being taken to the study of young people and the media. Then focuses on a theoretical perspective commonly adopted in the social sciences and how this perspective has contributed to the ongoing application of a non-complex approach to the study of children, young people, media and education. I point in which ways non-complex analysis of reality can be misleading and I contrast it with the complexity point of view. Lastly, I comment on possible ways to apply a complexity perspective when working on media education in the schools and when developing educational media.

-Albero Andrés, M. (2011). Televisión, violencia y sexo en la adolescencia. Barcelona: Octaedro (ISBN 978-84-9921-145-9).

From the systematic observation of the use and preferences of young people regarding the television, complexity and diversity of the ways in which young people consume television content are revealed and their status as active receptors and not as passive victims is showed.

- Albero Andrés, M. (2010). Internet, jóvenes y participación civicopolítica. Límites y oportunidades. Barcelona: Octaedro (ISBN 978-84-9921-107-7).

This book questions the lack of young people in politics. The results of this qualitative research conducted in different European countries shows that, although a disappointment with politicians, there is an interest in civic and political issues. Internet is a young people’s excellent vehicle for civic and political participation, provided that there is already a prior interest in these issues.

- Albero Andrés, M. (2006). La mirada adolescent. Violència, sexe i televisió. Barcelona: Octaedro.

The analysis from the point of view of the complexity of how to select and interpret the sex and violent contents that teenagers watch on television and that they find in their real life.

- Albero Andrés, M. (2004). Internet and the Adolescents: The Present and Future of the Information Society, en Goldstein, G., Buckingham, D. y Brougère, G. Toys, Games and Media. Lawrence Erlbaum Associates. Mahwah: New Jersey (ISBN 0-8058-4903-3).

From the complexity approach, the young people’s use of Internet is investigated. The data from this qualitative research shows that Internet use is fully ingrained in the daily lives of young but its full potential is not used yet. The school environment only considers Internet as a container of information and cultural differences in families mark the digital barrier in terms of access, understanding and use of information.

- Albero Andrés, M. (1996). Televisión y contextos sociales en la infancia. Hábitos televisivos y juego infantil. Comunicar, 6, pàgs. 129-139.

The article is about the influence that age, gender and other social variables have in the way that children interpret television content. It also investigates what are the children’s real interests in television and where they come from and what role television plays, along with other socializing agents, in the cognitive development of the child.

- Albero Andrés, M. (1994). Televisión y socialización: Apuntes críticos desde una ecología socio-cognitiva. TELOS. Cuadernos de Comunicación Tecnología y Sociedad, 38, pàgs. 14-16.

The article questions the excessively linear conception of reality that identifies cause-effect connections, which are actually complex interactions. It also shows how cognitive ability allows the child to interpret, to encode and to modify stimulus that he or she receives around him or her according to his or her needs. Thus, the meanings that are theoretically objective of the school and television become subjective and are no longer isolated because the child will tend to mix them.

- Ballesteros Panizo, M. (2012). La entonación como sistema complejo y análisis de la melodía asturiana,  Oralia

In this paper, we describe the melodic characterization of the speech in Asturias. For this reason, the paper is divided into three parts, the first of which is a brief characterization of the intonation phenomenon from the acoustic, the phonological and the expressive points of view. The second part describes the data and the method of analysis used in this paper. The last part provides a description of the melodic profile of speakers from Asturias and it stresses again the idea that the linguistic research based on independent analysis of the nature of its levels is, by itself, insufficient.

- Ballesteros Panizo, M. (2012). Hacia una teoría compleja de la entonación y análisis de la melodía del habla de Navarra, RILCE

In this paper, we present a brief historical overview of the studies of intonation that aim to show the notorious and persistent ambiguity of this concept. Then, we explain the theoretical and analytical model by Cantero-Serena (2002) and expose some objections to this theory. In addition, we also provide a description of the melodic profile of the speakers from Navarre from a speech corpus of spontaneous speech. The provided characterization is the result of applying the melodic analysis method proposed by Dr Cantero-Serena in his doctoral thesis (1995) and which was later implemented by the professor Dolores Font-Rotchés.

- Ballesteros Panizo, M. (2011). Complejidad y emergencia en el estudio de la entonación. V Congreso Internacional de Fonética experimental, Cáceres 2011

This paper tries to find the effectiveness and the impact that the conceptual tools of the complex thought can have in our area. In line with this objective, the exposition is divided into four parts: 1) definition of a complex system and ways of understanding the complexity, 2) Emergency, 3) The complex thought related to the study of segmental phonetics and phonology, and 4) the impact that the hologrammatical principle has on the study of intonation.

- Ballesteros Panizo, M. (2012). Complejidad y estudio de la comunicación. Phonica, vol.7 

This article lists a series of theoretical and methodological challenges that are from sciences which study communication. The starting point is the Morin’s complex thought because, in his work, he shows a very sharp diagnosis of the situation of the social sciences and enough clues to improve this situation.

- Ballesteros Panizo, M. (2012). Transdisciplinarity in the study of human communication:A 21st century challenge. International Journal of Linguistics. Vol 4 n.1

The paper shows a series of theoretical and methodological challenges that linguistic studies must overcome. Specifically, it focuses on the complex thought’ and the set of conceptual tools that are discussed in Morin’s work. Applying the complex thought to the human communication reveals that the sound, grammatical, nonverbal and cognitive systems are closely related and independent. Therefore, we need to adopt a transdisciplinary approach.

- Ballesteros Panizo, M. i Torregrosa, J. (2012). Hacia una lingüística compleja: análisis multisistémico del habla espontánea [Towards complex linguistics: multisystemic analysis of spontaneous speech]. AESLA 2012

The authors of this paper present the theoretical advantages that arise from adopting the complexity approach to the study of daily communication. They also describe a multisystemic method of analysis to analyze the complex reality of human language and to study the interrelation between all the elements that compose it. Finally, they mention the principle of organizational recursion, principle of openness of the universe and the hologramatical principle that help to understand the complexity.

- Ballesteros Panizo, M. (2013). La semiosis: un regalo de Charles Sandres Peirce para el estudioso del lenguaje. [The semiosis: a Charles Sandres Peirce's gift to study the language]. Moenia vol. 19

In this paper, we propose a new starting point: the semiotics coined by Charles S. Peirce helps clear the way for understanding the role of intonation in communication because it considers the ‘interpreting’ element and conceives the meaning as a process, as semiosis.

- Bastardas-Boada, A. (2014). "Lingüística i ciències de la comunicació: sociocomplèxica com a perspectiva integradora" [Lingusitics and Communication Sciences: Sociocomplexity as an approach of integration], a: Massip Bonet, À., & A. Bastardas (eds.),Complèxica. Cervell, societat i llengua des de la transdisciplinarietat. Barcelona: Publicacions i Edicions de la Universitat de Barcelona, pp. 231-58.

Paradigmatic revolutions of the twentieth century demand that we reflect on our own paradigms, in view of the great changes in other disciplines. The elements must not be represented as if they were outside ones from the others, separated and independent, as interdependence and integration are the basis of reality. We need a dynamic “ecologization” and a "complexification" of thought so that we can consider the contexts of phenomena in an integrated manner. It is unlikely that we will be able to understand human behavior if we don’t bring the brain-mind the forefront of our analysis, as it is this approach which perceives reality, which is processed cognitively and emotionally and where -consciously or not-  the courses of action that a person takes are decided. A science that considers language not as an "object" but from the perspective of the (social)complexity is much more likely to succeed in the task of making intelligible language and communicative phenomena. 

- Bastardas-Boada, A. (2014). "Sociolingüística: per una mirada complèxica" [Sociolinguistics: towards a complexics view], a: Massip Bonet, À., & A. Bastardas (eds.), Complèxica. Cervell, societat i llengua des de la transdisciplinarietat. Barcelona: Publicacions i Edicions de la Universitat de Barcelona, pp. 291-316.

As the sociologist Norbert Elias stressed, we need new models to understand the complex functioning of human in society. An ecological approach of complexity could be useful to advance toward our knowledge. How can we think of a sociolinguistic “ecosystem"? What elements do we need to put in this ecosystem and what analogies could be applied? The (bio)ecologic inspiration is a metaphorical exercise to proceed towards a more holistic and dynamic approach in sociolinguistics. However, language is not a species and, therefore, we must make our ecology complex, socio-cognitive and multidimensional. We need to create theories and imagine ourselves weaving linguistic behavior along with its contexts. In addition, we must maintain linguistic diversity and, in turn, promote general human intercommunication in the planetary scale.

- Bastardas-Boada, A. (2014). "Towards a complex-figurational socio-linguistics: Some contributions from physics, ecology and the sciences of complexity", History of the Human Sciences (Norbert Elias and Process Sociology - Across Disciplines), vol. 27, no. 3, pp. 55-75.

As figurational sociologists and sociolinguists, we need to know that we currently find support from other fields in our efforts to construct a sociocultural science focused on interdependencies and processes, creating a multidimensional picture of human beings, one in which the brain and its mental and emotional processes are properly recognized. The paradigmatic revolutions in 20th-century physics, the contributions made by biology to our understanding of living beings, the conceptual constructions built around the theories of systems, self-organization and complexity, all these implore that we reflect on social sciences paradigms in the light of the great changes in these other disciplines. The application of metaphors or theoretical images of complexity and figurational sociology in understanding language and socio-communication phenomena is of great use, since language is not an ‘object’, but a ‘complex’; it exists simultaneously in and among different domains. ‘Languaging’ and interaction are co-phenomena. The former exists within the latter, and the latter within the former. By visualizing, for instance, the different levels of linguistic structure not as separate entities but rather as united and integrated within the same theoretical frame, by seeing their functional interdependencies, by situating them in a greater multidimensionality that includes what for a long time was considered ‘external’ – the individual and his or her mind-brain, the sociocultural system, the physical world, etc. – and expanding in this way our classical view, we should be able to make important, if not essential, theoretical and practical advances.

-Bastardas-Boada, A. (2014). “Cap a la ‘complèxica’ com a transdisciplina” [English version: Towards 'complexics' as a transdiscipline], in: Martí, M. Antònia, & Mariona Taulé (eds.), Homenatge a Sebastià Serrano. Barcelona: Publicacions i Edicions de la Universitat de Barcelona, pp. 63-77.

The recognition that many phenomena relating to life are ‘complex’ in nature – i.e., that they are interwoven, self-organising, emergent and processual – has prompted us to re-examine how we have conceived of reality, both the way we have looked at it and the images we have used. The theoretical and conceptual innovations in this vein can be grouped under headings such as ‘complex thinking, ‘sciences of complexity’, ‘complex perspectives’, ‘complex [adaptive] systems’, and so on. In turn, these can be brought together into a more overarching field, one that I propose calling ‘complexics’. This transdisciplinary field would bring together all contemporary efforts in any specific disciplines or by any researchers specifically devoted to constructing tools, procedures, models and concepts intended for transversal application that are aimed at understanding and explaining the most interwoven and dynamic phenomena of reality. The task of building, in a coordinated and integrated manner, a new transdiscipline such ‘complexics’ requires progress on both the theoretical and the methodological levels.
On the one hand, the more epistemological and philosophical contributions lead us postulate the inevitability of taking into the account the brain/mind and everything that arises bio-cognitively from it in order to understand complex human behaviours. On the other hand, the proposals put forward by physics and computer science move in the opposite direction, postulating the selection of a few ‘practical’ parameters that can computationally ‘explain’ the observed facts.  It must be conceded that the practical and methodological applications of general complexic ideas need to be developed much farther in order to apply them to specific research. At the same time, the limits of complex adaptive systems as computational strategies must be accepted in the pursuit of a better understanding of the dynamic and evolutionary processes typical of human beings.

- Bastardas-Boada, A. (2014). "Autobiografía intelectual" [intellectual autobiography], in: Laborda, X., L. Romera, & Ana M. Fernandez Planas (eds.), La lingüística en España. 24 autobiografías. Barcelona: Editorial UOC, pp. 29-43. 

In this chapter, it is explained how Albert Bastardas began his academic life in the field of linguistics. He graduated in Catalan philology, with a strong interest in sociolinguistics. He extended his studies in linguistics and sociology at Indiana University (USA) and he focused his doctoral thesis, which was conducted in Quebec, about the phenomenon of social bilingualism from an “ecologic” point of view. Later, he developed the linguistic ecology and the sociocultural complexics perspectives.

- Bastardas-Boada, A. (2014) Ecología y sostenibilidad lingüísticas: una aproximación desde la (socio)complejidad” [Linguistic ecology and sustainability: An approach from (socio)complexity], Eugenio Coseriu In Memoriam. XIV Jornadas de Lingüística. Cádiz: Universidad de Cádiz.

In the linguistics field, we have often wondered what are the mechanisms and causes of the historical evolution of linguistic behaviour and how we can intervene, if it is necessary. In order to answer this question, we have taken a comprehensive, interconnected and dynamic view, such as the linguistic ecology, which allows us to do a complex, multidimensional and integrated proposal-framework for the study of language contact. This approach can make possible the design of policies in favour of both polyglottization and linguistic sustainability.

- Bastardas-Boada, A. i Massip-Bonet, À. (2013a). Presentació [Presentation]. Llengua, Societat i Comunicació [Language, Society and Communication], 11, pp. 1-4.

With the publication of this LSC number, the intention is to give a major boost to the advancement of the formulation and dissemination of the transdisciplinary perspective of complexity, with special attention to their application on the sociocognitive facts related to language. The linguistic-comunicative phenomenon is certainly one of the most multidimensional and overlapping of reality, which makes an appropriate application of the complexic concepts is able to advance the understanding of many aspects hitherto unclear or poorly explained. We believe, in fact, that the development of this approach will allow us a much greater capacity for understanding human phenomena in general, since these are likely the most complex of the existence and the most needed of a thought that allows the interconnected theorizing of their internal and external co-dynamics.


- Bastardas-Boada, A. (2013b).Complexitat i fenomen (socio)lingüístic [Complexity and the (socio)linguistic phenomenon]. Llengua, Societat i Comunicació [Language, Society and Communication], 11, pp. 5-13.

Intermediate phenomena of reality present particular characteristics of systemic self-organization, multilevel interrelations, recursivity, emergence of new «objects» with properties different from those of the elements that form them, and evolutionary dynamics, that probably need the formulation of new theoretical concepts and different paradigm principles. The sciences or perspectives of complexity, or the «complex» thinking, try to respond adequately to this complexity of reality. This approach adopts a multidimensional, integrated and dynamic view of reality: the world is made up of overlapping levels of different elements which produce new properties or new organizations at higher levels. If we conceive what we call languages as simple and decontextualized objects, we can understand some of the more mechanical aspects but we will ignore their conditions of existence, functionality, maintenance, variation, change and extinction. 

- Bastardas-Boada, A. (2013c).Language policy and planning as an interdisciplinary field: towards a complexity approach. Current Issues in Language Planning, DOI: 10.1080/14664208.2013.829276. 

One of the dangers that we should be aware of when we study issues of language policy and planning is the fragmentary perspective by which they can be approached. Reality, by contrast, is interrelated and overlapping. This is why a complexity perspective stresses the importance of studying the contexts of phenomena, that is to say, their external relations. The direction to be followed here leads towards a better understanding of reality as a set of open systems that are in continuous exchange with the surrounding ecosystem, bearing in mind always that any apparent stability is the result of a dynamic equilibrium. Making headway towards an interdisciplinary approach is therefore necessary and imperative.

Headings such as status/normative/institution vis-à-vis others such as solidarity/normal/individual seem to imply a basic distinction in the definition of sociocultural reality. To discover and understand the dynamics of the interaction between these two major categories is, in fact, one of the most important subjects waiting to be addressed by language planning and policy strategies and more broadly by sociolinguistics. An interrelated set of guiding questions for the field could thus be stated as follows: What group or organisation, in pursuit of what overall objective or intention, wants to achieve what, where, how and when; and what do they actually achieve, and why? With this approach, even if how a group or organisation obtains its desired goal – that is, its actual intervention – is included as one of the main elements in a piece of research, the research will not focus exclusively on this topic, but will frame the intervention and identify how it is interrelated with all the other elements involved globally in this phenomenon, trying to establish a clear theoretical understanding of the entire interwoven set of events and processes.

- Bastardas-Boada, A. (2013d). Sociolinguistics: Towards a Complex Ecological View, in: Massip-Bonet, M. À., & A. Bastardas-Boada (eds.), Complexity perspectives on language, communication and society. Berlin: Springer, pp. 15-34.

As the sociologist Norbert Elias pointed out, there is a need of new procedural models to get to grasp the complex functioning of human-beings-insociety. An ecological complexity approach could be useful to advance our knowledge. How can we think of a sociolinguistic “ecosystem”? What elements do we need to put in such an ecosystem and what analogies could be applied? The (bio)ecological inspiration is a metaphorical exercise to proceed toward a more holistic approach in dynamic sociolinguistics. However, a language is not a species and, therefore, we need to make our complex ecology socio-cognitive and multidimensional. We need to create theories and represent to ourselves how language behaviour is woven together with its contexts in order to maintain language diversity and, at the same time, foster general human intercommunication on a planetary scale.

- Bastardas-Boada, A. (2013e). General Linguistics and Communication Sciences: Sociocomplexity as an Integrative Perspective, in: Massip-Bonet, M. À., & A. Bastardas-Boada (eds.), Complexity perspectives on language, communication and society. Berlin: Springer, pp. 151-173.

The paradigmatic revolutions in 20th-century demand that we reflect on our own paradigms in the light of the great changes in the other disciplines. The elements must not be represented as being outside those of the others, separate and independent, since the interdependencies and integrations are the foundation of reality. We need a dynamic ‘ecologization’  and 'complexification' of thinking, in order to consider the contexts of phenomena in an integrated manner with the phenomena themselves. We are unlikely to be able to understand human behaviour if we do not bring the mind-brain into the foreground of our analyses, as it is where reality is perceived, processed cognitively and emotively, and where – consciously or otherwise – the courses of action that an individual takes are decided. A science that sees language not as an ‘object’ but from a (socio)complexity perspective has a much greater chance of succeeding in the task of making linguistic and communicative phenomena intelligible.

- Bastardas i Boada, A. (2012). L'anglès com a llengua global [English as a global language], in: Vila, F.X. (ed.), Posar-hi la base : usos i aprenentatges lingüístics en el domini català. Barcelona: Institut d'Estudis Catalans, Xarxa CRUSCAT, pp. 109-112.

The aim of this article is to explain the consolidation of English as a global language and the consequences that this may entail. It also aims to clarify the confusion caused by not properly distinguish the functions of languages, and it is required policies for the protection and promotion of linguistic diversity. Several authors that relocate the influence of English and minimize its effects are cited. According to this article, therefore, the evolution of English will have different dynamics in each language community.

-Bastardas i Boada, A. (2011). Language and identity policies in the 'glocal' age: New processes, effects and principles or organization. Barcelona: Institut d'Estudis Autonòmics, Generalitat de Catalunya.

Contact between culturally distinct human groups in the contemporary ‘glocal’  -global and local- world is much greater than at any point in history. The challenge we face is the identification of the most convenient ways to organise the coexistence of different human language groups in order that we might promote their solidarity as members of the same culturally developed biological species. Processes of economic and political integration currently in motion are seeing increasing numbers of people seeking to become polyglots. Thus, English is establishing itself as the usual world supra-language, although it coexists with other lingua francas that are widely used in certain parts of the globe. All this communicative reorganization of the human species may very well pose new problems and aggravate existing tensions as regards language and identity. It would seem that these processes comprise at least four major conceptual dimensions which must be taken into account above all else, as they are both widespread and, left unaddressed, may lead to significant social instability. These dimensions concern linguistic recognition, communicability, sustainability and integration. While accepting the utility of having an inter-national language, the keystone of the system is clearly that it must ensure the linguistic sustainability of each group. The basic principle is likely to be functional subsidiarity, i.e., whatever can be done by the local language should not be done by another one which is more global. As in the quote from Paracelsus  --“the dose alone makes the poison”-- contact between languages is not ‘poisonous’ per se, but when the correct dose is exceeded it can prove harmful to the language whose position is weaker. A multilingual and communicated humanity is possible. 

- Bastardas Boada, A. (2010). "Towards a global model of linguistic ecology", Catalan International View  5 (Winter 2009-2010).

In this article, we explore the consequences of the globalization process, which forms a new sociolinguistic situation. Specifically, this article explains the tendency of society to be bilingual or polyglot socially and the linguistic impact caused by the displacement of a majority language group to another area where there is another stablished code. Of these two consequences and all derived from globalization, public institutions are the responsible ones to deal with linguistic needs and problems.

This article also presents the utility of the complex and ecological perspective to solve problems arising from language contact. Finally, we propose the principle of subsidiarity and calls for linguistic sustainability, which international organizations must support within an ethical framework.

- Bastardas Boada, A. (2009). Complejidad y emergencia en lingüística y ciencias de la comunicación[Complexity and emergence in Linguistics and Communication Sciences]. Glossa. An Ambilingual Interdisciplinary Journal vol. 4, n. 2 (October).

This article shows how some instruments and conceptual perspectives provided by the ecological, chaological, holistic or complex paradigms could support to the research in Linguistics and Communication Sciences and they may also confirm, in a scientific basis, some routes which have already been started within the discipline. Therefore, we should start researching the whole signifier in the socio-mental framework and, from here; we should see how they are implicitly or eco-dependent in the form and in the included speakers at different levels of the system. This approach involves a mainstreaming and a multidimensional greening of the researchers’ focus.

- Bastardas Boada, A. (2009), “Sociolingüística y linguodiversidad: una aproximación desde la ecología compleja” / “Soziolinguistika eta hizkuntzaniztasuna ekologia konplexutik abiatutako hurbilketa” [Sociolinguistics and linguodiversity: an approach from the complex ecology], Hizkunea, Soziolinguistikako Agerkaria (Boletín de sociolingüística de la Viceconsejería de Política Lingüística del Gobierno Vasco).

Sociolinguistics is a still young interdisciplinary field that has used several theoretical models of other disciplines. This article outlines the benefits of using an ecological perspective in this field. First, we can conceive more operational what we call "context". Therefore, from this perspective, we can understand better the processes of linguistic change, shift and standardization, which will allow us to promote deeper ethical principles for linguistic diversity.

However, differences between biological ecology and linguistic or cultural one are also exposed because, in the latter, the degree of determinism may be lower and the processes renewal in the sociocultural framework may be possible for the protagonists themselves.

- Bastardas Boada, A. (2007). Linguistic sustainability for a multilingual humanity. Glossa. An Ambilingual Interdisciplinary Journal, vol. II, n. 1 & 2 (June), pp. 180-202.

Transdisciplinary analogies and metaphors are potential useful tools for thinking and creativity. The exploration of other conceptual philosophies and fields can be rewarding and can contribute to produce new useful ideas to be applied on different problems and parts of reality (Holland). The development of the so-called ‘sustainability’ approach allows us to explore the possibility of translate and adapt some of its main ideas to the organisation of human language diversity.

- Bastardas Boada, A. (2007). Les polítiques de la llengua i la identitat a l’era ‘glocal’. Barcelona: Institut d’Estudis Autonòmics, Generalitat de Catalunya.

Contact between culturally distinct human groups in the contemporary ‘glocal’  -global and local- world is much greater than at any point in history. The challenge we face is the identification of the most convenient ways to organise the coexistence of different human language groups in order that we might promote their solidarity as members of the same culturally developed biological species. Processes of economic and political integration currently in motion are seeing increasing numbers of people seeking to become polyglots. Thus, English is establishing itself as the usual world supra-language, although it coexists with other lingua francas that are widely used in certain parts of the globe. All this communicative reorganization of the human species may very well pose new problems and aggravate existing tensions as regards language and identity. It would seem that these processes comprise at least four major conceptual dimensions which must be taken into account above all else, as they are both widespread and, left unaddressed, may lead to significant social instability. These dimensions concern linguistic recognition, communicability, sustainability and integration. While accepting the utility of having an inter-national language, the keystone of the system is clearly that it must ensure the linguistic sustainability of each group. The basic principle is likely to be functional subsidiarity, i.e., whatever can be done by the local language should not be done by another one which is more global. As in the quote from Paracelsus  --“the dose alone makes the poison”-- contact between languages is not ‘poisonous’ per se, but when the correct dose is exceeded it can prove harmful to the language whose position is weaker. A multilingual and communicated humanity is possible. (See complete English version: Language and identity policies in the 'glocal' age: New processes, effects and principles or organization).

- Bastardas Boada, A. (2006). Lingüística y(psico)sociología: una interdisciplinariedad necesaria, QVR Quo Vadis Romania? - Zeitschrift für eine aktuelle Romanistik, 28, pp. 20-29. 

This article outlines the benefits to apply the complex perspective to linguistic phenomena. Specifically, it supports the view of language as a complex, rather than as an object, in which individual’s emotional and cognitive apparatus and the rest of the natural and social world are involved. Therefore, it is closer to the reality that we think languages ​​are "networks" rather than systems.

Furthermore, it is also considered useful the image of the orchestral score in linguistics. It lets us capture the multidimensionality. Finally, there is the justification of the benefits to apply the point of view of the '(social)meaning linguistics' in parallel with a' shape linguistics'.

- Bastardas Boada, A. (2005). Cap a una sostenibilitat lingüística [Towards a linguistic sustainability]. Barcelona: Angle ed. / Centre d'Estudis de Temes Contemporanis, Generalitat de Catalunya.

In this essay, which was the ex aequo IDEES award in the category of Short Essays in the edition of 2004, Albert Bastardas applies the concept of sustainability to sociolinguistics, and helps to create a framework for reflection on the implementation of a model of harmonious development of languages ​​that surpasses reductionist views of diversity.

It is a humanistic and non-instrumental or "economics" approach of the relationship among linguistic communities in order to reverse the expansion and domination trend that, until now, has governed the management of linguistic diversity. This sustainable philosophy also postulates a new moral paradigm that advocates the defence and the structuring of social values ​​shared by the formation of a new consciousness and a new collective ethic.

From the sociolinguistic point of view, this means exploring a new path that allows the development of human linguistic diversity over the expansion of large languages, and end relationships of domination and subordination that exist in relations among different linguistic groups.

The personal and group benefits of the sustainability of language groups -more self-esteem and more positive self-image group, among others- are important for the happiness of people, since the preservation of linguistic diversity and the maintenance of collective identities can contribute decisively to end poverty and anomie leaded by the disruption of the traditional ecosystem of livelihood and conservation of popular wisdom that every culture has produced.

- Bastardas Boada, A. (2003). Lingüística general: elementos para un paradigma integrador desde la perspectiva de complejidad [General linguistics: Elements for an integrative paradigm from the complexity perspective], LinRed (on-line), 11-11-2003, pp. 1-23.

The 'complexity' approach can be positive and very helpful for General Linguistics theory because departs from: a) the idea that knowledge or meaning can exist without a being who produces them, b) the fragmented and reductionist point of view of reality, c) the 'linear' causality models, d) the tendency to dichotomise the categories about reality, e) the 'third excluded' Aristotelian principle (binary logic: if something is here it is not there), f) the disappearance of the mind in some 'higher' social sciences, g) an inadequate approach of the relationships between the whole and its parts, and, h) a perspective on creativity too much based on logic and not on 'artistic' intuition and imagination in science.

- Bastardas Boada, A. (2002). Política lingüística mundial a l'era de la globalització: diversitat i intercomunicació des de la perspectiva de la "complexitat" (Català) / World language policy in the era of globalization: Diversity and intercommunication from the perspective of 'complexity ' (English). Noves SL. Revista de sociolingüística (Barcelona) (on-line).

In this article, the consequences of globalization in language are considered. In more detailed terms, there is an explanation of how the economy transnationalization causes the need to learn new languages and how innovations in communication technologies bring speakers of different languages closer expanding the areas of human interrelation. These facts lead to an increase in bilingualism or functional polyglottization, processes that can cause feelings of cultural threat and defensive reactions by some group of speakers.

Given the characteristics of this new historical phase, this article outlines the advantages of the linguistic contact management from the 'complexity' and justifies the need to give new answers in terms of the organization of language policies that ensure general maintenance of linguistic diversity from the global linguistic peace and equity.

- Bastardas Boada, A. (1996). Ecologia de les llengües. Medi, contactes i dinàmica sociolingüística [Ecology of languages. Context, contacts and sociolinguistic dynamics]. Barcelona: Proa/Enciclopèdia Catalana.

This is the book that was awarded with the prize of the Catalan Encyclopedia, 1996. It is an extensive theorizing about the phenomena related to diversity and language contact from the perspective of sociocognitive and ecological complexity.

In this context, this paper aims, on one hand, to progress in the global and integrated understanding of the processes of linguistic contact and, on the other hand, encourage and put forward the foundations and theoretical integration from an interdisciplinary and eclectic approach that can also be a contribution towards a unified and common sociolinguistic paradigm. The strategy to build it will not be a pure fusion of the contributions from different lines but a more global approach that, incardinated with other scientific disciplines more contemporaneously innovative, that enables the harmonious integration of the different sociolinguistic approaches in a deep, wide and uniform approach that leads to the closest approach to reality.

The materials for this unified approach have been extracted from everywhere that has something interesting and relevant. Theoretical physics, ecology, philosophy of science and mind, anthropology, phenomenological and procedural sociology, cognitive sciences, political science, pragmatics, the history, theory of systems, approaches to the complexity and, obviously,  sociolinguistics itself dialogue and overlap in this integration effort.

More specifically, the first section of the book briefly develops a set of ideas and principles around the provisional nature principles of scientific knowledge and approach to the ecosystem and context. The basic assertion would be that, in order to understand the functioning of a given phenomenon, we have to see its connections with its environments of existence, given the interdependence of the elements of reality. Therefore, two are the basic settings of the communication systems of human language, i.e. the linguistic varieties: the brain / mind, on one hand, and socio-cultural order, on the other. Then, the aim of the work will be exploring some of the relationships between linguistic varieties and these two contexts, trying to contribute to the understanding of the macrodynamics phenomena of language contact. Another tested principle has been the one that considers that the different orders and phenomena of reality constitute an interrelated whole, so that there are not only circular interfluencies between two variables but a set of dynamic interactions that create reality in an overlapped way. Therefore, the phenomena that are mental, interactional, collective, political and linguistic, among others, occur simultaneously and are interweaved so that one is the other and vice versa. To realize the image, the metaphor of music is used as it allows us to visualize different planes of the same single phenomenon and, at the same time, it exists in its sequentiality, i.e. in time.

Then, the focus is on large dynamic processes in which the most common phenomena of language contact occur: the policy regulation of standardization of linguistic communication and migration.

In the last chapter, the Catalan case is studied holistically. However, the different language contact processes that occur in a intertwined and interrelated way are distinguished: the standardization and widespread use of the local code, the informal and formal bilingualization of the L1 Catalan and L1 Spanish population, each one becomes bilingual learning the language of the other, and the development of intergroup relations, which can lead to cases of language shift in any of these two populations.

- Bretxa, V., Vila, F.X. i Comajoan, Ll. (en premsa). Llengües i globalització en el món de la recerca: Els coneixements i els usos lingüístics al Parc Científic de Barcelona [Languages and globalization in the research field: knowledge and language use in the Parc Científic in Barcelona]. Barcelona: Caplletra

This study investigates how, in the current global sociolinguistic situation of a general use of English as the lingua franca, the language coexists with other languages ​​(eg Spanish) in the context of Catalonia, a medium-sized language community. Specifically, this study is focused on the language use in the Parc Científic of Barcelona.

- Bretxa, V. i Vila, F.X. (in press). Els efectes lingüístics del pas de l’ensenyament primari al secundari: Mataró, un estudi de cas [The linguistic effects of the transition from primary to secundary education: Mataró, a case study]. Barcelona: Treballs de Sociolingüística Catalana, 22

This paper summarizes some of the main results on the changes in linguistic practice among teenagers from Mataró (Catalonia) from the data provided by the project called RESOL, whose data are longitudinal because it collects information from pupils when they were in the 6th course of primary school and a year later, at the end of 1st ESO (secondary school). The basis of this analysis is a diachronic comparison of some indicators of the interpersonal language use, the language choice in the media, in the consumption and the declared competences in Catalan and Spanish.

- Bretxa, V. (2009). El salt a secundària: els preadolescents, consum cultural i llengua [The leap forward the secondary school: the pre-adolescents, cultural consumption and language].Berlín: Zeitschrift für katalanistik, 22.

The aim of this paper is to identify the most important changes that occur in linguistic behavior and cultural practices of students when they finish primary school and start to study in the high school. The analysis is based on a comparison of diachronic indicators regarding the use of Catalan and Spanish, as well as the language use during spare time and habits of cultural consumption.

- Bretxa, V., Comajoan, Ll. i Sorolla, N. (2008). De les pràctiques monolingües familiars a la identificació bilingüe: el cas dels preadolescents de Mataró i la Franja [From the monolingual family practices to the bilingual identification: the case of pre-adolescents in Mataró and in the Ponent Strip]. Barcelona: Noves SL, Hivern 2009.

The article presents information about the relationship between the language used by the adolescent population from Mataró and the Ponent Strip with their parents and their linguistic identity. In particular, it studies how different sociolinguistic variables affect their relationship in order to create two linguistic subgroups: a group with a monolingual Spanish-speaking family environment that is identified with that language and another group that, although it is also involved in a monolingual family environment, shows bilingual identification.

- Bretxa, V (2007). Els usos lingüístics en les TIC de les PIMES a Catalunya[The language use of the ICT in the SMEs in Catalonia]. Barcelona: Llengua i ús. Revista Tècnica de política lingüística.

In this paper, it is reported a the first data mining on language use in the new technologies of information and communication technologies (ICT) of the Statistics on language use in small and medium enterprises of Catalonia (EULPILMES-06) produced by the Secretary for Linguistic Policy, with the support from the Statistical Institute of Catalonia. Through this study, we evaluate the language use in small and medium enterprises (SMEs) in the service sector in Catalonia.

-Laborda, X. (2012). De Retórica. La comunicació persuasiva[Rethoric. The persuasive comunication]. Barcelona: UOC. Edició castellana.

The word is a tool to change the world. It provides a tool for social cooperation and for domination too. The common element to both effects, the power and the understanding, is the persuasive ability of communication. The source of this knowledge, with the invention of rhetoric, is one of the oldest. This book discusses the art of convincing, that is to say the rhetoric. After an interesting historical perspective, the author uses reasons and situations of the political use of the discourse.

In this paper, a new starting point is proposed: the Charles S. Peirce’s semiotics helps clear the way for understanding the role of intonation in communication because it is considered as the ‘interpreting’ element and conceives the meaning as a process, as semiosis.

- Laborda, X. (2010). Discursos efímers instrueixen sobre comunicació institucional[Ephemeral speeches instruct on institutional communication]. en M. J. Marín et alii, Discurs polític i identitats (trans)nacionals, Anejo nº 72 de la Revista Quaderns de Filologia, València. Universitat de València, p. 161-196.

We present a corpus study on local institutional communication. It consists in ephemeral speeches that combine political oratory and advertising strategies. These are discourses that make possible to grasp, with historical perspective, communicative phenomena of collective identification, community creation and political action.

- Laborda, X. i Bassols, M. et al. (2003). Expresión-comunicación y lenguajes en la práctica educativa. Creación de proyectos, Barcelona, Octaedro.

Una desena de professors de l’Escola d’Expressio Carme Aymerich són els autors de l’obra Expresión-comunicación y lenguajes en la práctica educativa, coordinada per Mireia Bassols i editada per Octaedro amb la col·laboració de l’Institut d’Educació de l’Ajuntament de Barcelona. El llibre és el resultat del postgrau que porta el mateix nom i que s’imparteix des de fa dotze anys a la Universitat de Barcelona i l’Escola d’Expressió de l’Ajuntament de Barcelona. El seu propòsit és formar mestres i educadors en activitats didàctiques que relacionen la comunicació verbal i escrita amb l’expressió corporal, dramàtica, visual i plàstica.

- Laborda, X. (2010). School exercise books. in Juri Meda, Davide Montino, Roberto Sani, ed. School Exercise Books. A Complex Source for a History of the Approach to Schooling and Education in the 19th and 20th Centuries, Polistampa, vol. 2, cm 17x24, pp. 1616, ISBN: 978-88-596-0724-3.

Llibres escolars d’exercicis de Sol Albizu al final del règim franquista: 1970-1974. La nena Sol Albizu va estar escolaritzada durant els seus estudis primaris de primària a l’escola pública Gayarre de Barcelona, entre els anys 1965 i 1974. Des del 1970 i el 1974, va cursar els últims tres anys de l’educació primària i el primer curs d’administratiu dels 10 als 14 anys. Sol va recollir en quatre volums els seus apunts d’aquests quatre cursos (1970-1974), amb dictats, escrits i qüestionaris de Gramàtica, Geografia i història, Ciències, Matemàtiques, Religió, Política i Labors.

- Laborda, X. (2005). Historiografía Lingüística y visibilidad de la Retórica. Revista de Investigación lingüística, RIL., Nº 8, Vol. VIII, p. 85-130, Universidad de Murcia.

La histografia o la teoria de l’escriptura de la història dels estats que el discurs històric és una elaboració ideològica, una representació del real. L’objectiu principal és saber com crear la representació de la història. El nostre article tracta de la representació retòrica en la lingüística historiogràfica divulgativa. Per això, es repassa el processament en setze manuals de la història de la lingüística.

- Labraña, S. (2011). Reflexións sobre a situación sociolingüística galega dende o paradigma da complexidade. Estudos de Lingüística Galega, 3, 65-82.

 Les societats actuals plurilingües i multiculturals exhibeixen un elevat grau de complexitat. L’estudi d’aquestes societats, des d’un punt de vista exclusivament lineal i determinista, podria estar abocat al fracàs ja que els seus paràmetres no tenen en compte conceptes claus de “la complexitat” com ara: sistemes en xarxa, interacció dels elements, emergència, etc. En aquest article s’intenta una aproximació d’algunes de les propostes de la complexitat a l’estudi de la sociolingüística.

- Labraña, S. (2003). ”Ampliació de la consciència lingüística plural en els alumnes a través de l’educació multicultural” a Joan Perera (ed.): Plurilingüisme i educació: els reptes del segle XXI, ICE_UB, 251-258.

Atès que la realitat no és quelcom donat sinó que es construeix (“tot fer és conèixer i tot conèixer és fer”), actuacions diferents ens haurien de portar a la creació de realitats diferents, amb la consegüent ampliació de consciència. Aquesta és la base de l’experiència educativa a l’Ensenyament Secundari de Catalunya i Galícia Proxecto Galauda que es recull en aquest treball.


- Labraña, S, i González, I (2012: en premsa). ”Transmisión interxeracional do galego no contexto multilingüe catalán” a Novas achegas ao estudo da cultura galega II. A Coruña, Universidade da Coruñas

És prou conegut que en l’evolució d’una comunitat lingüística intervenen un munt de factors polítics, socials i psicològics que només poden ser avaluats des de la perspectiva de la complexitat, i que expliquen diferents efectes per a uns mateixos condicionants externs. Aquest estudi tracta d’esbrinar les interaccions de factors que incideixen en el comportament lingüístic de les parelles mixtes (català-gallec), posant l’èmfasi en la transmissió de les llengües respectives al fills.


- Labraña, S. (2008). ”Crea identitat la llengua gallega?” a Àngels Massip (coord.): Llengua i identitat. Publicacions de la UB, 83- 95.

En l’estudi de les identitats enfocat a l’anàlisi sociolingüística d’una comunitat, creiem que es barregen dos conceptes que no són exactament intercanviables: identitat i pertinença, doncs si bé la identitat implica pertinença, això no passa al contrari. Això explicaria casos com el gallec, on la llengua pròpia del territori no és un factor imprescindible d’identitat per a bona part de la població.

- Labraña, S., i Del Castillo, E. (2007). ”Catalán e galego. Do coñecemento das linguas á convivencia das culturas”. Actas del VII Congreso Internacional de Estudos Galegos (maig de 2003). A Coruña, Ediciós do Castro.

Aquest treball explora la percepció de les diferències lingüístiques i culturals de la societat catalana d’un grup de 10 universitaris de la UB, estudiants de gallec, sense vinculació familiar amb Galícia. El seu discurs reflecteix postures que s’inscriuen en un enfocament holístic i sistèmic (per tant, dins el paradigma de la complexitat) del context lingüístic i cultural; per exemple: no som nosaltres davant dels altres, sinó nosaltres al costat dels altres.

- Massip-Bonet, Â. (2013). El llenguatge: una visió des de la teoria de la complexitat[Language: an approach from the theory of complexity]. Llengua, Societat i Comunicació [Language, Society and Comunication], 11, pp. 20-24.

In this paper we aim to highlight the interest of the prospect CAS (language considered as a Complex Adaptive System) for research on language and in particular for the research on linguistic variation. We talk about evolution of language, understood as the cognitive processes that give rise to cultural and linguistic change.

The CAS approach considers language as an emergent phenomenon, "the result of activity, collective and cumulative behavior of linguistic agents over time" (Frank and Gontier 2013:39).

-Massip-Bonet, À. (2013). Language as a Complex Adaptive System: Towards an Integrative Linguistics, in: Massip-Bonet, M. À., & A. Bastardas-Boada (eds.), Complexity perspectives on language, communication and society. Berlin: Springer, pp. 35-60.

The author justifies the title of this chapter by offering a general approach to the perspective of complexity and introducing the wide range of language used in connection with complexity. There is an introduction to terminology as redefined within the framework of complexity because we think that agreement on the terminology of the main concepts will provide a basis of
common language for all the chapters of this book. The objective of the chapter is to promote progress in the formulation and dissemination of transdisciplinary knowledge from the perspective of complexity, with special regard to its application in the field of language, the tool used to convey both thought and method. For this to happen, it is necessary to rethink science, including the human sciences, by means of an approach that cross-cuts disciplines and takes into account all those aspects which will allow us to find a shared language. This is because human phenomena require a way of thinking that is able to account for the interrelated and systematic nature of its internal and external dynamics. The development of a complex perspective will drive us toward a deeper understanding of human phenomena in general since they may well be the most complex in existence. This chapter also aims to set out guidelines for developing a vision of linguistics guided by the perspective of complexity.

- Massip-Bonet, À. and Llordella, J. (2011). Dialectologia a través de la parla del Baix Llobregat. [Knowing the dialectology through the Baix Llobregat language]. Edicions del Llobregat.

Es tracta d’un resum dels mètodes i les eines de la disciplina, amb un conjunt de pautes bàsiques aplicables a estudis concrets. Es recull també una descripció de trets fonètics, morfològics, sintàctics i lèxics de la parla del Baix Llobregat per fornir els estudiants de claus metodològiques i organitzatives per a qualsevol estudi de la parla. Cadascun dels aspectes plantejats en el llibre va acompanyat d’activitats per exemplificar o per fer pràctiques a través d’internet en el CD adjunt.

- Massip-Bonet, À. and Veny i Clar, J. (2010). Scripta Eivissenca. Barcelona: Institut d’Estudis Catalans.

Scripta Eivissenca recull textos procedents de l’illa d’Eivissa des del segle XIV fins al segle XXI, seguits tots d’observacions lingüístiques sobre la fonètica que reflecteixen les grafies i els aspectes de morfologia, sintaxi o lèxic que considerem remarcables i que manifesten aspectes de l’oralitat eivissenca (sempre a través de l’scripta). Els textos pertanyen a diversos tipus de gèneres (majoritàriament són no literaris), des de cartes privades o públiques a declaracions en judicis. Al final del volum hi ha un glossari amb totes les paraules que surten comentades en les anàlisis lingüístiques i, al costat, la referència al text on surten (any i gènere). Els textos sense comentar es poden consultar en la web del projecte (Diatopia i canvi lingüístic: Scripta i projecció dialectal FFI2009-12627, que ha comptat amb l’ajut del MICCIN des de 1996).

- Massip-Bonet, À. and Veny i Clar, J. (2011). Scripta Menorquina. Barcelona: Institut d’Estudis Catalans.

Es tracta d’un conjunt de textos que ofereixen una àmplia perspectiva de totes les àrees dialectals del domini lingüístic de l’illa, amb temàtiques i gèneres tan diversos com poden ser les rondalles, la poesia, els sermons o la gastronomia. El valor d’aquesta obra resideix precisament en la gran quantitat de textos recollits, un total de cent dinou, que van acompanyats d’una anàlisi molt acurada de les seves característiques gràfiques, fonètiques, morfosintàctiques i lèxiques. Aquesta obra forma part del projecte de recerca Diatopia i canvi lingüístic. Scripta i variació dialectal.

- Massip-Bonet, À. and Veny i Clar, J. (2009). Diacronia i diatopia en el català baleàric segons dades del projecte de recerca Scripta i projecció dialectal. [Diachrony and diatopia in Balearic Catalan, according to the research project Scripta and dialectal projection]. Alacant: Institut Interuniversitari de Filologia Valenciana.

En aquest article es resumeixen els objectius i l’estat del projecte Scripa i es sintetitzen algunes de les dades lingüístiques que es poden extreure de l’explotació dels textos eivissencs.

-Massip-Bonet, À. (2007). La variabilité en langue: Théorie et complexité. [Variation in language: theory and complexity]. Gent: Phrasis. Studies in Language and Literature. Vol. 46 (2005) 2, p. 85-99.

En aquest treball es proposa una perspectiva multidisciplinària en el llenguatge per tal de descriure la variació sincrònica, que també reflecteix les diferents dinàmiques diacròniques. Alhora, aquest enfocament centra la nostra atenció en les relacions entre els elements. També tracta d'il·lustrar el que anomenem lingüística integracional (Massip 2003), que proposem que es desenvolupi en el marc teòric de la complexitat.

- Massip-Bonet, À. (2006). Llengua, identitat i cultura. [Language, Identity and Culture]. In Llengua i Identitat. [Language and Identity). Barcelona: Fundació Congrés de Cultura Catalana.

Aquest article tracta sobre la multidimensionalitat del concepte d’identitat.

- Massip-Bonet, À. (2008). Llengua i Identitat [Language and Identity]. Publicacions de la Universitat de Barcelona/ Dursi.

El Centre Universitari de Sociolingüística i Comunicació (CUSC) va acollir entre finals del 2005 i principis del 2006 la celebració del cicle de conferències “Llengua i identitat”: conferències que, en la seva majoria, es recullen aquí i donen compte de la situació sociolingüística a territoris de parla catalana i a territoris d’altres llengües de l’Estat espanyol i de l’Estat francès i italià.

- Massip, M. À. (2008). Llengua, identitat i cultura: de la cognició a la societat. [Language, Identity and Culture: from cognition to society]. In Llengua i Identitat [Language and Identity]. Publicacions de la Universitat de Barcelona/ Dursi.

Aquest article emmarca els conceptes de llengua, identitat i cultura de la teoria de la complexitat, fonamenta les relacions entre aquests conceptes amb bases biològiques i posa de relleu la importància dels estudis neurocientífics en la comprensió del funcionament cognitiu humà i de la seva relació amb la cultura i amb l’educació.

- Massip-Bonet, À. (2004). Les conjonctions temporelles et leur changement syntaxico-semantique vers les adversatives, concessives, conditionnelles, causales et consécutives. [Temporal conjunctions and their change in syntax and semantics towards adversatives, concessionals, conditionals, causals and consecutives], in Parole Romanze. Scritti per Michel Contini. Alessandria : Edizioni dell’Orso.

Aquest article tracta les conjuncions temporals i analitza els canvis sintacticosemàntics que experimenten en relació amb les conjuncions adversatives, concessives, condicionals, causals i consecutives.

- Massip-Bonet, À. (2007). Canvi i variació: Noves metàfores, noves prospeccions .[Change and variation: New metaphors, new enquiries] in Actes del 13è Congrés de l’AILLC (Universitat de Girona, 8-12 setembre de 2003).Publicacions de l’Abadia de Montserrat, pàgs. 235-244.

Tracta de consideracions que ens poden ajudar a entendre més bé o a emmarcar millor no només els fenòmens estrictament lingüístics —referits a la llengua—, sinó també a plantejar-nos aspectes epistemològics, a reflexionar sobre com fem lingüística i com fem ciència.

- Puig-Giralt, E. (2012). Communication Situations: A Dialogic Quiz?, in: Massip-Bonet, M.À., & A. Bastardas-Boada (eds.), Complexity perspectives on language, communication and society. Berlin: Springer, pp. 85-93.

Considering the new proposals of what we understand nowadays as “the knowledge society”, the conventional concepts of taxonomy, non-flexible frames and closed systems of categorization applied to scientific proceedings, seems to be more a blocking artifices than useful operational tools. As a result of that, a crucial aspect to note is that one of the weaker points with regards to a cognitive issue is the lack of interaction of individuals with their own environment. From the structural analysis applied in different fields it can be observed that the asynchrony and some distortions between the data input mind processing and their interpretation are more due to communication competence and a definition of meaning, than to any technology involved. Thus, the concept of ecosystem, considering ourselves as a part of it, is just the starting point from the perspective of cognitive sciences. That means that the criteria of opposition as a categorial system, as well as the consideration of any static frame or model, are far to be a a suitable way for a complexity issue.

Soler-Carbonell, J. (2016, en premsa). Complexity perspectives on linguistic landscapes: A scalar analysis. Linguistic Landscapes2, 1. 1-25.

L'article conté una anàlisi del paisatge lingüístic de diversos punts geogràfics de Tallin, Estònia. Com a marc teòric, incorpora els postulats del paradigma de la complexitat i el concepte d'escala (scales) per a l'avenç de la teorització del camp del paisatge lingüístic.

- Soler-Carbonell, J., Gallego-Balsà, L., & Corona, V. (2016) Language and Education Issues in Global Catalonia. Questions and Debates across Scales of Time and Space. Language, Culture and Curriculum, 29.1. 1-5.

Introducció al monogràfic sobre llengua i educació a Catalunya des del punt de vista de la sociolingüística de la globalització.

- Soler-Carbonell, J., & Gallego-Balsà, L. (2016) The internationalisation of higher education in two different contexts: Catalan and Estonian sociolinguistic perspectives. Language, Culture and Curriculum, 29, 1. 40-55.

L'article analitza la tensió i les ambigüitats sociolingüístiques resultants del procés d'internacionalització acadèmica en dos contextos: el català i l'estonià.

- Soler-Carbonell, J. (2015) La valoración del español entre estudiantes hispanohablantes universitarios del sur de California: Globalización e ideologías lingüísticas sobre el multilingüismo. [The value of Spanish language among Spanish-speaking university students in Southern California: Globalization and language ideologies of multilingualism]. In R. Terborg, A. Alarcón & L. Neri (eds.), Lengua española, contacto lingüístico y globalización (pp. 389-416). Mexico: Universidad Nacional Autónoma de México.

Capítol que descriu i analitza les ideologies lingüístiques de joves estudiants hispanoparlants en un campus d'una universitat capdavantera situada al sud de Califòrnia.

- Soler-Carbonell, J. (2015) Tallinn, a multilingual city in the era of globalization: the challenges facing Estonian as a medium-sized language. In E. Boix-Fuster (ed.), Urban Diversities and Language Policies in Medium-Sized Linguistic Communities. (pp. 85-111). Bristol: Multilingual Matters.

Capítol amb una contextualització general del cas estonià i dels reptes de la llengua estoniana en la capital del país, Tallin.

- Soler-Carbonell, J. (2015) Language policy in Estonian higher education: internationalisation and the tension over English. In S. Dimova, A. K. Hultgren & C. Jensen (eds.), The English Language in Teaching in European Higher Education(pp. 247-268). Berlin: Mouton de Gruyter, Language and Social Life 4.

Una anàlisi dels documents de política lingüística que regulen el camp universitari d'Estònia, explrant les tensions lingüístiques que s'hi entreveuen entre el rol de l'anglès i de l'estonià en el camp acadèmic.

- Soler-Carbonell, J. (2015) (with Hakan Karaoglu) English as an Academic Lingua Franca in Estonia: students’ attitudes and ideologies. In A. Linn, N. Bermel, & G. Ferguson (eds.), Attitudes towards English in Europe. (pp. 213-238). Berlin: Mouton de Gruyter, Language and Social Life 2.

Anàlisi de les actituds i les ideologies lingüístiques d'un grup d'estudiants estonians en relació amb l'ús de l'anglès i l'estonià com a llengües acadèmiques.

- Soler-Carbonell, J. (2014) Emerging ELF as an intercultural resource: language attitudes and ideologies. Journal of English as a Lingua Franca, 3, 2. 243-268.

L'article examina el rol de l'anglès com a llengua d'intercomunicació a Estònia, és a dir, llengua intergrupal entre russòfons i estonians, un rol certament poc freqüent però incipient entre determinats grups de parlants, especialment els més joves.

- Soler-Carbonell, J. (2014) University language policies and language choice among Ph.D. graduates in Estonia: the (unbalanced) interplay between English and Estonian. Multilingua, Journal of Cross-Cultural and Interlanguage Communication, 33, 3-4. 413-436.

Article que analitza l'anglicització de les tesis doctorals a Estònia com a cas exemplificador de la creixent importància (i alhora generadora de tensió lingüística) de l'anglès com a llengua acadèmica a Estònia.

- Soler-Carbonell, J. (2013). The anonymity of Catalan and the authenticity of Estonian. Two paths for the development of medium-sized languages. International Journal of Bilingual Education and Bilingualism 16(2).153-163. DOI: 10.1080/13670050.2012.720665

Article que compara els discursos i les ideologies lingüístiques entre grups de parlants de llengües sociolingüísticament comparables: català-castellà i estonià-rus. L'article examina els distints camins que llengües semblants poden seguir en diferents contextos en el procés cap a una normalització lingüística.

- Soler i Carbonell, J. (2010). Llengües mitjanes' i 'llengües internacionals' en contacte a Catalunya i Estònia en l'era 'glocal'. Una anàlisi sociolingüística comparada. Tesi doctoral llegida a la Universitat de Barcelona, Departament de Lingüística General, Facultat de Filologia.

Tesi doctoral en què s'estudia de manera comparada el contacte entre comunitats amb 'llengües mitjanes' i comunitats amb 'llengües internacionals' en l'era de la globalització o 'era glocal' (això és, global i local alhora). Els casos d'anàlisi són Catalunya i Estònia i l'estudi es basteix des del punt de vista de les 'ideologies lingüístiques' dels parlants en cada territori. S'observa que les ideologies lingüístiques tenen un pes fonamental a l'hora de modificar els contextos ecolingüístics de cada lloc, que el valor instrumental de les llengües, reforçat en l'era postmoderna, ha pogut beneficiar les 'llengües mitjanes' de cada context i que els 'horitzons lingüístics mentals' són també elements molt importants a l'hora de valorar positivament l'adquisició d'una 'llengua mitjana'; en això darrer hi té un paper important la situació legal i jurídica del context.

- Soler i Carbonell, J. (2012, en premsa). Els reptes de les llengües mitjanes a Catalunya i Estònia en l’era ‘glocal’. Una perspectiva comparada de les ideologies lingüístiques dels seus parlants. Revista de Llengua i Dret Vol 57.

Síntesi de la tesi doctoral de l'autor (vegeu resum anterior); s'hi presenten alguns dels elements més importants d'aquest estudi, els eixos principals de l'anàlisi i les conclusions a què s'arriba.

-Soler i Carbonell, J. (2011). Speakers’ evaluations of the Estonian and the Russian languages in Tallinn. Between linguistic stability and interethnic tension. Eesti ja Soome-ugri Keeleteaduse Ajakiri (ESUKA) – Journal of Estonian and Finno-Ugric Linguistics (JEFUL) 2, 1, pp. 315-333. Tartu: University of Tartu.

Presentació preliminar de les dades del treball de camp realitzat a Estònia; inclou algunes de les opinions recollides en forma d'entrevistes i grups de discussió amb informants estonians i russòfons. S'apunten algunes de les línies principals d'investigació, les quals es reprenen i s'analitzen en profunditat en estudis posteriors.

-Soler i Carbonell, J. (2010). Estònia i les migracions russòfones. Breu repàs de l’estat de la qüestió. LSC - Llengua, Societat i Comunicació, 8, pp. 93-102. Barcelona: CUSC-UB, Universitat de Barcelona.

Article on s'exposen, resumidament, els contextos històric, polític, econòmic i cultural (lingüístic) de les migracions russòfones a Estònia parant especial atenció a les darreres dues dècades, és a dir, d'ençà de la recuperació de la independència del país (1991).

- Viana, A. (2004). Acròbates de l’emoció. Tarragona: Arola (ISBN 84-95985-88-8).

L’estudi ha estat concebut a partir de les idees de contigüitat i pertinència: aborda la contaminació de significats i les inversions perceptives que són a la base de l’humor, tot partint de la conversació ordinària. Els capítols s’ordenen a l’entorn d’un centre que perd progressivament tots els seus atributs. La conversació, l’emergència de l’humor (verbal i situacional) i els processos de significació són els temes que s’exploren en la primera part de l’assaig. La forma estructuralment subversiva de l’humor és estudiada al costat de la seua funció crítica -dit breument, el fútil i l’útil. En paral·lel, l’assaig indaga sobre les implicacions filosòfiques del diàleg, sobre l’absurd i la lògica, i sobre la persistència de l’organització narrativa en diferents dimensions de l’experiència.


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