Basque acquisition planning

Gardner, Nicholas; Zalbide, Mikel

doi:10.1515/ijsl.2005.2005.174.55

Cited by 9 publications

(6 citation statements)

References 8 publications

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“…However, changes in the socio‐political situation in the latter part of the 20th century led to the proclamation of Basque as an official language in 1983. The subsequent creation of an educational system in which Basque is the medium of instruction in primary and secondary schools has been a major force in the recovery of Basque (Garner and Zalbide 2005). For example, in 2008/09, the majority (57.3%) of pre‐university students were enrolled in schools with the Basque language as the medium of instruction and 21.4 per cent in bilingual Basque/Spanish schools, while only 18.9 per cent attended Spanish‐medium schools in which Basque is only taught as a subject.…”

Section: English‐medium Instruction At the University Of The Basque Cmentioning

confidence: 99%

Internationalisation, multilingualism and English‐medium instruction

Doiz¹,

Lasagabaster²,

Sierra³

2011

World Englishes

175

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In the new European higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities. Internationalisation has played a key role in this process, becoming one of the main drivers of the linguistic hegemony exerted by English. In this paper we examine the opinions of teaching staff involved in English-medium instruction, from pedagogical ecologyof-language and personal viewpoints. Data were gathered using group discussion. The study was conducted at a multilingual Spanish university where majority (Spanish), minority (Basque) and foreign (English) languages coexist, resulting in some unavoidable linguistic strains. The implications for English-medium instruction are discussed at the end of this paper.

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Section: English‐medium Instruction At the University Of The Basque Cmentioning

confidence: 99%

Internationalisation, multilingualism and English‐medium instruction

Doiz¹,

Lasagabaster²,

Sierra³

2011

World Englishes

175

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“…Until the end of the seventies each ikastola school organized its Basque-medium teaching as it saw fit and as availability of teachers and materials allowed (Gardner, 2000;Cenoz, 2012). The expansion of Basque-medium education into the public sector led to an effort to typify the BAC bilingual educational models (Gardner, &Zalbide, 2005). The results were the three models A, B and D, which were subsequently officially sanctioned by the 1983 bilingualism decree and confirmed by the 1993 law of Basque public schooling.…”

Section: Bilingual Education Models In Basque Countrymentioning

confidence: 99%

Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

Özfidan

Burlbaw

2016

J Ethn Cult Stud

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The main target of the study is to examinethe bilingual education program in the Basque Country, and identify whether or not their bilingual education can be implemented in Turkey. In thisresearch study, we used a qualitative method including data collection through an open-ended survey and interview that illustrates the issues surrounding bilingual education in the Basque region. The survey and interviewencompassed30 participants from K-12 teachers and the scholars in the Basque Country. The participants’ answers from both survey and interviewwere gathered and analyzed. The researcher coded emergent themes in the survey and interview. According to results, the Basque region over the last decade has established a bilingual education model, which offers multiple options for the linguistic study of the Basque language, and this model is still a reputable ongoing bilingual education system. Since Turkey and Spain historically and politically have many similarities, the Basque bilingual model can be implemented in Turkey as well.

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“…The evolution of bilingual models in the BAC: Challenges the dramatic change regarding the language of instruction in Basque schools has important implications in different areas of the educational system (see also gardner, 2000;gardner & Zalbide, 2005). Some of the most important changes have taken place in the following areas: (1) teachers' proficiency in Basque;…”

Section: Model Dmentioning

confidence: 99%

Bilingual Education in the Basque Autonomous Community: Achievements and Challenges

Zalbide

Cenoz

2008

Language, Culture and Curriculum

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This paper focuses on the situation of Basque in education in the Basque Autonomous Community. First, it provides statistical information about four crucial aspects of bilingual education: (1) Parental choice regarding the linguistic model, that is, the use of Basque, Spanish or both Basque and Spanish as languages of instruction over the last 20 years; (2) teachers' proficiency in Basque and the special programmes for teach ers to learn Basque; (3) teaching and learning materials including audiovisual and software materials; (4) promotion of the use of Basque at school including some special projects. The second part of the paper compares the situation and challenges Basque was facing in the 1970s before Basque became an official language and now adays. This comparison shows that even though there have been important achieve ments regarding the use of Basque as the language of instruction and the number of Basquespeaking teachers at school, Basque continues to be a 'small' language. In the last part of the paper the possible ways to overcome current and future challenges are discussed.

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Basque acquisition planning

Cited by 9 publications

References 8 publications

Internationalisation, multilingualism and English‐medium instruction

Internationalisation, multilingualism and English‐medium instruction

Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

Bilingual Education in the Basque Autonomous Community: Achievements and Challenges

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