Download Teaching through Basque: Achievement and Challenges by Jasone Cenoz PDF
By Jasone Cenoz
This quantity makes a speciality of study in schooling within the Basque nation the place Basque, a minority language, is used because the language of guide. It makes a speciality of educational and linguistic effects and the demanding situations the Basque academic procedure is at present dealing with. This quantity will be invaluable for different bilingual and multilingual contexts concerning varied language mixtures.
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Extra info for Teaching through Basque: Achievement and Challenges
Example text
In the so-called mixed zone, the teaching of the Basque language is guaranteed as long as the requests made by parents allow the formation of a group or school annex. The teaching in the Basque language (Model D) is guaranteed if two conditions are met: there are sufficient requests made by the parents that allow the setting up of a group or school annex and that there is availability within the centre. In the non-bascophone zone, the only possibility that is considered is the teaching of Basque as a subject, which also depends on the two previously mentioned conditions being satisfied.
43% are made up of North Americans and Australians. 54% speak languages different from Spanish. Eighty percent of these pupils are enrolled in public schools while 20% follow their studies in independent schools which have a collaboration agreement with the Department of Education. Such a situation shows great variations according to the language zones and schools. More than half of the 300 schools in Navarre do not even have 10% of the immigrant pupils in their classrooms. In the other half, however, some 30 centres show percentages superior to 50% while only another 30 would be in a sustainable band, from the pedagogic and social point of view, with between 10% and 20% of pupils of immigrant origin.
He also said that the outcomes of the research carried out through EIFE-1 and EIFE-2 matched exactly the outcomes in other countries and offered a good basis for school language policies, outlining that models B and D proved efficient in the teaching of Basque. The EIFE studies were followed by the study HINE (Sierra, & Olaziregi, 1992) on written Basque. Student Achievement Evaluations of immersion programmes indicate that children acquire language skills in a second language at no expense of the first language or academic development.