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[EU] Doktorego-tesi honetan Ipar Euskal herriko bertso-eskoletako gazteen hizkuntza ibilbideak dira ardatz. Gazte hauen hizkuntza eta gazte identitateen eraikuntza zein legitimazio prozesuak aztertu dira ikuspegi etnografiko batetik, nagusiki elkarrizketa eta behaketa bitartez.Ipar Euskal herriko egoera soziolinguistikoari eta bertso-mugimenduaren bilakaeraren erradiografia bat egin ondoren, bertso-eskoletako gazteen hizkuntza ibilbideak aztertu dira, fokua jarriz, bereziki, hizkuntza mudantzetan, hots, hizkuntza ohituren aldaketa uneetan, edo eta bizitza-aldaketa uneetan gertatutako hizkuntza ohituren mantentzean. Gazteen diskurtsoetan ageri denez, hizkuntza mudantzak, gazte identitatearen eraikuntza prozesuarekin harremanean daude, hizkuntza praktiken aldaketak gazte identitatearen garapena eraikitzeko zein bistaratzeko estrategia gisa ulertuta.Bertso-eskolako jarduera komunitatean, hain zuzen, gazteok bertsotan trebatzeaz gain elkarrekiko konfiantza giro bat sortzen dute, lotsari aurre egiten diote, besteen aurrean hitza hartu, iritzia eman, eztabaidatu eta elkarrekin gogoetatzen dute. Eta hain zuzen ere, elementuok haien gazte-identitatearen eraikuntzarako elementu gisa ulertzen dituzte. Eta talde identitatea eta norbanako identitatea elkarrekiko eraginean eraikitzen diren bezala, hizkuntza identitatea bestelako identitateekin koeraikitzen da. Hala, gazteontzat bertso-eskolako jarduera komunitatea haien gazte identitateak euskaraz garatzeko eta euskal hiztun identitateak gazte kulturaren baitan garatzeko gune bat da.Azken atalean, bereziki begiratu nahi izan diet bertso-eskolako hiztun berrien ibilbideei. Hizkuntza erabilerarako legitimitatea sentitzea aldagai garrantzitsua izanik eta hiztunen legitimitatea espazio eta denbora jakin batean negoziatzen den heinean, bertso-munduko bi hiztun berriren legitimazio prozesuetan sakondu nahi izan dut. Hala, ondorioztatu dut bertso-munduan sozializatzea hiztun berrien legitimaziorako akuilu izan daitekeela, baina baita traba ere: izan ere, bertsolari kanonikoa, lehenik eta behin, hiztun legitimoa da, hots, gaur egungo ideologia nagusien arabera, hiztun zaharra. [EN] The subject of my research in this PhD thesis has been the linguistic itineraries of young people who study at bertso Đ?? basque oral improvisationĐ?? workshops in the Northern Basque Country (NBC). There is a tendency today among young people who participate in those workshops to speak Basque, both at said workshops and among friends, as well as, generally, in the spaces they find and those they seek and choose in their lives. Hence, I have wanted to look at a community of practice that gathers together a group of Basque-speaking young people and which is structured around the activity of bertsolaritza. In doing so, I have inverted the question that is usually posed about the use of Basque among young speakers (Đ??Why donĐ??t young people speak Basque?Đ??), asking instead Đ?? why do young people speak Basque? My aim therefore being to examine these young peopleĐ??s construction of their identity, I have to this end analyzed their discourses and practices, mainly via indepth semistructured interviews and participant observation. In terms of establishing the context of the research, this thesis is divided into two parts. Firstly, it offers an X-ray, as it were, of the state of affairs in the NBC from a sociolinguistic standpoint, focusing particularly on language use among young people. Secondly, it provides a summary of the bertso movementĐ??s development, paying special attention to the spaces where young people can socialize both to and through bertso practices. Afterwards I analyze the linguistic itineraries of young people, focusing on whether mudes take place or instead language habits are held onto during periods of change in their lives. Using the changes throughout their school itineraries as a basis, I have carried out an in-depth study of the meaning young people attach to using one language or the other at different times of their lives, focusing on how the maintaining or changing of these habits are related to their feelings, beliefs, values and ideas. The main conclusion to be highlighted from this section is the fact that changes in language behavior Đ??in both directionsĐ??, among other things, are strategies they use to construct their youth identities. In the following section, I immerse myself in the bertso workshopsĐ?? community of practice, studying the discourses and practices created and developed by young people around bertsolaritza. In fact, at bertso workshops, as well as training in the composition of bertsos, they also create an environment of trust, they tackle embarrassment, take the floor in front of their peers, give their opinion, debate, think together and, often, work together on activism fronts, such as the support of Basque, issues concerning young people, and others. And it is precisely young people themselves who understand all these elements as pieces in the construction of their youth identity. In the same way as the groupĐ??s and each individualĐ??s identities are constructed in mutual influence, and while language practices are indistinguishable from other kinds, linguistic identity is built in conjunction with other identities. Hence, for these young people, the community of practice at bertso workshop is a place in which to develop their youth identities in Basque and their Basque-speaker identities within youth culture. In the next section, I have been especially interested in looking at the paths of the new speakers in bertso workshops. In fact, for the speakers to feel or not legitimacy in using a certain language is an important variable, as the speakersĐ?? legitimacy is negotiated within a specific space and time, I have wanted to look in depth at the legitimation processes of two new speakers in the bertso sphere, for which I have studied their experiences throughout their language-speaking and bertso itineraries, on the one hand, and the discourse existing in the bertso sphere around new speakers on the other hand. Thus, I have concluded that socializing in the world of bertso can encourage the legitimation of new speakers, but it can also hinder it: indeed, the canonical bertsolari is, first and foremost, a legitimate speaker; that is, according to todayĐ??s dominating ideologies, an old speaker. This work features a final chapter in which I outline some conclusions about the fieldwork carried out but also about the epistemological, methodological and theoretical approaches of the research. Ultimately, I have wanted to record new possible research avenues for the future.https://www.bilketa.eus/ark:/27020/go832994Miren Artetxe Sarasola ....-....MEBIA, 499.9201 ART eusk2022textmonographie impriméeprinted monographurn:EAN:9788413194677295 or. ; 23 x 15 cmBertsogintzaEuskal hizkuntzalaritzaEuskaraIdentitateGazteakvignette : https://www.bilketa.eus/in/rest/Thumb/image?id=ark:/27020/go832994&mat=bookurn:ISBN:978-84-13-19467-7baqEuskal Herriko UnibertsitateaBertsularismeHizkuntza ibilbideak, gazte identitateak eta legitimazio prozesuak : Ipar Euskal Herriko bertso-eskoletako gazteen bizipenak aztergai