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Interaction in educational environments might refer to a set of relationships between individuals in a school system. These links can be considered within a power-relations framework that includes the role of each of the subjects in a school and its community. This paper focuses on "transgressive" interactions involving adolescent students from diverse ethnic backgrounds in a Basque secondary school and relies on the concept of identity-in-interaction from a sociocultural approach, according to which, identity is constituted in a process of exchange between two or more parties. This research is drawn from the results of an ethnographic study conducted between July 2015 and June 2016 in a Basque secondary school attended by a high proportion of immigrant students, which shares characteristics with the broader Basque educational context. The methods used to collect data included documentary analysis, 9-months of participant observation, 36 in-depth interviews and four focus groups. Transgression in this context refers to the act of questioning socially established limits of behavior, which is considered typical during adolescent years. I categorize three types of student interaction as transgressive: personal, civic, and social limit transgressions, which involve challenges to peer-interpersonal, institutional, and community rules of interaction, respectively. In the Basque Country there are two official languages, Basque and Spanish, and students are instructed in both languages. They must daily face the particularities of a bilingual society where Basque is still a minority language. Community transgression is noteworthy, as immigrant students resisted the rule enforcing Basque instruction, leading to intercultural conflict with teachers. The study argues that identity can be constructed through transgression: immigrants' refusing to learn Basque is a matter of rebellion that acts as an identity marker. This study contributes to the discussion of identity-in-interaction. Based on empirical data it uses the framework of transgression in multi-ethnic educational environments to consider community languages in a broader power-relations framework. [ABSTRACT FROM AUTHOR]

Systems of Augmentative and Alternative Communication (SAACs) encompass a variety of forms of expression used to enhance the communication skills of people with disabilities and/or communication impairments. This paper compiles educational practices carried out in Spain using SAACs in the last decade. A systematic review of scientific research databases enabled a descriptive and qualitative analysis of the 25 case studies out of 88 that met the established inclusion criteria. The aim of this analysis was to obtain a global perspective of the main lines of action, as well as to identify its nature according to the beneficiary, context, aims, and typology of the SAACs implemented through the application of an evaluation grid. This evaluation grid tool arose in a broader European Project entitled AAC@ School for Social Inclusion. The results of this systematic review provide researchers and educators with evidence to apply SAACs with individuals with communication impairments, regardless of their age, gender, or the impairment or functional diversity they suffer from and could be applied in other European contexts. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the nature of multiethnic academic interactions in relation to theories of cultural capital and boundary-work. More precisely, it considers to what extent school structure is related to the cultural capital of students from different ethnic backgrounds and explores its relationship to Intergroup Contact Theory and identity. Methods include documentary analysis, participant observation, interviews, and focus groups conducted from an ethnographic perspective between 2015 and 2016. Based on data collected in a Basque school attended by a high proportion of immigrant students, intraethnic and interethnic student–student and student–teacher relationships, and inequalities within these, are analyzed. Results indicate that the distribution of students in different classes tended to be ethnically marked, as most immigrant students chose to attend classes that were taught mostly in Spanish, whereas most autochthonous students were enrolled in classes with a high Basque instruction. The study considers the effects of students' language choices and concludes that Basque has implications for the theories of identity, cultural capital, and boundary-work, as learning Basque is an academic and implicit rule in Basque education and society. [ABSTRACT FROM AUTHOR]