Presentation Education Systems in the Basque Country

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Building part of the future of the Basque
language through education
Cardiff (6/7-10-2004)
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PROMOTION OF THE USE OF BASQUE

• Develop a planning that brings together the
  school and its nearest environment a planning
  that will help us to coherently design and
  coordinate strategies aimed at areas outside the
  classroom (reference framework EBPN-PGPUE).
• 2003-04 academic year 328 schools, 6,842
  classrooms, 10,324 teachers and 153,176 students
  of the BAC participating in projects of varied
  nature, intended to strengthen the use of Basque
  outside the school.

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DEPARTING POINT (1)

• The knowledge of several Community languages
  enables
• -citizens to have more professional and
  personal opportunities.
• -knowing the others.
• -European citizens to understand each other,
  and
• -intellectual development and school
  success.
• (White Paper on Education and Training, Teaching
  and Learning Towards the Learning Society of the
  European Commission (1996), 4th general
  objective)

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DEPARTING POINT (2)

• Acquire and maintain the capacity to communicate
  in at least two Community languages other than
  the mother language

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CONSEQUENCES

• On the threshold of the 21st century, our work
  must focus on keeping minority and/or minorised
  languages alive and strengthening their presence
  in a multilingual context.
• We believe that Basque must be the main language
  used at school, and consider that the linguistic
  plans in the field of education should take this
  into account.

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TARGET LANGUAGES

• Basque
• Spanish
• English
• French

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STRATEGY

• Start teaching the first foreign language at
  Nursery Education.
• Systematise that language throughout Primary
  Education.
• Start teaching the second foreign language at
  Secondary Education, and
• Consolidate the knowledge of the first foreign
  language by teaching some subjects in that
  language.

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OBJECTIVES (1)

• As regards Basque and Spanish, for students
  undergoing this experience to acquire at least
  sufficient practical knowledge of both official
  languages by the time they complete their
  obligatory education.
• (Basic Law 10/1982, on the Normalisation of
  Basque, Art. 17).

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OBJECTIVES (2)

• As regards English, for students to acquire at
  least the linguistic skills and attitudes
  established in the Curriculum Decree
  (comprehension, production, reading, writing,
  linguistic reflection) by the time they complete
  OSE (16 years old)
• -To be able to keep an oral and written
  interaction in English in the most habitual
  communicative functions and contexts.
• -To use English as the vehicular language of
  school subjects.
• -To be able to conduct a grammatical reflection
  on the English language as well as on the
  coincidences and interferences between English
  and the other languages known.

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OBJECTIVES (3)

• As regards the second foreign language, that is,
  French, for students to start familiarising
  themselves with its oral and written
  comprehension and expression.

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PLANNING MODEL (1)
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RESULTS (1)
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PLANNING MODEL (2)
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RESULTS (2)
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Immediate CHALLENGES

• Interlanguage curriculum designs.
• Incorporate models of cultural recovery and
  integration into the curriculum design.
• Adapt linguistic models to the present needs.
• Promote collaboration between schools and society
  to create real opportunities for the use of
  minority and/or minorised languages outside the
  classroom-.

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