basque - mercator research centre · basque country, and three in france (lapurdi/labourd,...

European Research Centre onMultilingualism and Language Learning

Basque

The Basque language in education in Spain| 2nd Edition |

| Regional dossiers series |

c/o Fryske Akademy

Doelestrjitte 8

P.O. Box 54

NL-8900 AB Ljouwert/Leeuwarden

The Netherlands

T 0031 (0) 58 - 234 3027

W www.mercator-research.eu

[email protected]

The Basque language in educaTion in spain

t ca

Available in this series:

r

n

i-

e

:

cum

n

ual

This document was published by the Mercator European Research Centre on Multilingualism and Language Learning (formerly Mercator-Education) with financial support from the Fryske Akademy and (until 2007) the European Commission (DG: Culture and Education) and (from 2007 onwards) the Province of Fryslân and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2005

ISSN: 1570 – 12392nd edition

The cover of this dossier changed with the reprint of 2008.

The contents of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This regional dossier was compiled originally by Dr. Nick Gardner. He updated the dossier in 2005. Unless otherwise stated academic data refer to the 2003-2004 school year and fi-nancial data to 2004. All educational statistics provided by the relevant educational authority, unless otherwise stated.

AcknowledgementsThe author wishes to express his gratitude to all the institutions and persons who have as-sisted in providing information and data both for the original and revised versions of this dos-sier.

From April 2007 onwards Saskia Benedictus-van den Berg has been responsible for the publication of the Mercator Regional dossiers series.

Asturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Irish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Kashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Lithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

Contents

Glossary ..............................................................................2

Foreword ..............................................................................5

1 Introduction...........................................................7

2 Pre-schooleducation..........................................17

3 Primaryeducation..............................................19

4 Secondaryeducation..........................................20

5 Vocationaleducation..........................................22

6 Highereducation................................................24

7 Adulteducation...................................................28

8 Educationalresearch..........................................30

9 Prospects............................................................31

10 Summarystatistics.............................................33

Endnotes ............................................................................34

EducationsysteminSpain.....................................................35Referencesandfurtherreading..............................................36Addresses ............................................................................41

Otherwebsitesonminoritylanguages...................................47

WhatcantheMercatorResearchCentreofferyou?..............49

Education and lEssEr usEd languagEs

2

Glossary

AEK AlfabetatzeEuskalduntzeKoordinakundea(Coordinatingbodyfor literacy and second language learning, a private organi-sation grouping together a number of language schools foradults)

BAC BasqueAutonomousCommunityEAS EuskalHerrikoHizkuntzaAdierazleenSistema(Systemoflan-

guageindicatorsfortheBasqueCountry)EGA Euskararen Gaitasun-agiria (Certificate of Competence in

Basque)EHU/UPV EuskalHerrikoUnibertsitatea/UniversidaddelPaísVasco(Uni-

versityoftheBasqueCountry)EIFE (Euskararen Irakaskuntza: Faktoreen Eragina (Influence of fac-

torsonthelearningofBasque)EIMA Euskal Ikasmaterialgintza (Production of Basque language

schoolmaterials)HABE HelduenAlfabetatze eta Berreskalduntzerako Erakundea (Or-

ganisationforAdultLiteracyandreBasquisation)HINE Hizkuntza Idatziaren Neurketa Eskolan (Evaluation of written

languageinschool)IEI/CAP Irakaslanerako Egokitze Ikastaroa/Certificado de Aptitud

PedagógicaIKA Ikasetaari(Studyandpractise,aprivateorganisationgrouping

togetheranumberoflanguageschoolsforadults)IRALE Irakasleen Alfabetatze Euskalduntzea (Teacher Literacy and

SecondLanguageLearning(ofBasque))ISEI-IVEI Irakas-sistemaEbaluatuetaIkertzekoErakundea-InstitutoVas-

co de Evaluación y Investigación Educativa (Basque InstituteforResearchandEvaluationinEducation)

LOGSE LeydeOrdenaciónGeneraldelSistemaEducativoLOU Ley de Orgánica de Universidades (Organic Law of Universi-

ties) [In case you’re wondering: a Law’s organic nature hasnothing to do with sustainability! Declaring a law organic issimplyawayofgiving that lawprecedenceovercertainotherlegaldocuments]

thE BasquE languagE in Education in spain

3

UEU UdakoEuskalUnibertsitatea(BasqueSummerUniversity)UNED UniversidadNacionaldeEducaciónaDistancia(NationalUni-

versityforDistanceLearning)UPNA UniversidadPúblicadeNavarra(PublicUniversityofNavarre)UZEI UnibertsitateZerbitzuetarakoEuskal Ikastetxea (BasqueCen-

treforUniversityServices)IJSL InternationalJournaloftheSociologyofLanguage


4


5

Foreword

background The Mercator European Research Centre on Multilingualismand Language Learning (formerly Mercator-Education) aimsat theacquisition,circulation,andapplicationofknowledge inthe field of regional and minority language education. Regional or minority languages are languages that differ from the official languageofthestatewheretheyarespokenandthataretra-ditionallyusedwithinagiventerritorybynationalsofthatstateformingagroupnumericallysmallerthantherestofthestate’spopulation.ForseveralyearsanimportantmeansfortheMer-catorResearchCentretoachievethegoalofknowledgeacqui-sition and circulation has been the Regional dossiers series.Thesuccessofthisseriesillustratesaneedfordocumentsstat-ing briefly the most essential features of the education system ofregionswithanautochthonouslesserusedlanguage.

aim Regional dossiers aim at providing a concise description andbasic statistics about minority language education in a specific regionofEurope.Aspectsthatareaddressedincludefeaturesoftheeducationsystem,recenteducationalpolicies,mainac-tors, legal arrangements, and support structures, as well asquantitativeaspects,suchasthenumberofschools,teachers,pupils, and financial investments. This kind of information can serveseveralpurposesandcanberelevantfordifferenttargetgroups.

target group Policymakers, researchers, teachers,students,and journalistsmay use the information provided to assess developments inEuropean minority language schooling. They can also use aRegional dossier as a first orientation towards further research orasasourceofideasforimprovingeducationalprovisionsintheirownregion.

link with In order to link these regional descriptions with those of na-tional education systems, the format of the regional dossiersfollows the format used by Eurydice, the information networkoneducation inEurope.Eurydiceprovides informationon the

Eurydice


6

administration and structure of national education systems inthememberstatesoftheEuropeanUnion.

contents Theremainderofthisdossierconsistsofanintroductiontotheregionunderstudy,followedbysixsectionseachdealingwithaspecific level of the education system. These brief descriptions contain factual information presented in a readily accessibleway.Sectionseighttotencoverresearch,prospects,andsum-mary statistics. For detailed information and political discus-sionsaboutlanguageuseatthevariouslevelsofeducation,thereaderisreferredtoothersourceswithalistofpublications.


7

1 Introduction

language Basque,oreuskara,isanon-Indo-Europeanisolatelanguage.Numeroustheorieshavearisentoaccountforitsancestry,butnone has proved satisfactory. The area where Basque hastraditionally been spoken is called Euskal Herria, the BasqueCountry.Sincethelatenineteenthcenturythisnamehasbeenapplied toanareacomprisingsevenhistoricalprovinces: fourin Spain (Araba/Álava, Bizkaia/Vizcaya (in English, Biscay),Gipuzkoa/Guipúzcoa and Nafarroa/Navarra (in English, Na-varre)) sometimes collectively called Hegoalde, the southernBasqueCountry,andthreeinFrance(Lapurdi/Labourd,Nafar-roa Beherea/Basse Navarre and Zuberoa/Soule), collectivelyIparralde, theNorthBasqueCountry.ThisdossierwilldiscussthesituationinthesouthernorpeninsularBasqueCountry.He-goaldeoccupiesabout17,800km2innorthernSpainontheBayofBiscay.AseparatedossierdiscussesthesituationofBasquein education in the French or continental part of the BasqueCountry(The Basque language in education in France,Merca-tor-Education,1998).

ThepresentinitiativetomaintainandindeedspreadtheBasquelanguagedatesback to the late1950’s, itsprimemotorbeingpreciselytheeducationalsector:effortstoensurethepresenceof Basque in education should nevertheless be interpreted inthe light of the broader effort to reverse language shift effort,inserted in turn in a specific sociocultural and sociopolitical context.1A major corpus planning initiative has accompaniedthestatusplanningone:sincethe1960’sanewwidely,thoughnotfully,acceptedwrittenstandardknownasbatuahasspreadrapidly.ThestandardisbeingdevelopedbytheRoyalAcademyoftheBasqueLanguage(Euskaltzaindia);muchterminologicalwork has also been done, particularly by Unibertsitate Zerbit-zuetarako Euskal Ikastetxea(UZEI).


8

population The total population of the Spanish Basque Country was2.638.4162in2001.OveraquarterofthepopulationclaimstobecompetentinBasque,inadditiontoSpanish.Thatproportionhasbeengraduallyrisingsinceatleastthe1980’s,achangewhichisdue to increasing levelsof intergenerational transmissionwithinthefamilyand,aboveall, tothespreadofBasqueasasecondlanguageprimarilyviaeducationamongSpaniardsfrommonolin-gual Spanish families. Language examinations3, however, sug-gest that full written competence is much more modest. GiventhatvirtuallyallBasquespeakersarebilingual,itisnotsurprisingthat use of the language is substantially more limited than thefigures on language competence suggest. Individual competence inthelanguageandtheproportionofBasquespeakersinone’srelationship network seem to be the primary determinants ofuse.

The birth-rate4 has varied tremendously in the peninsularBasque Country over the past thirty years: in 1976 birthsreached an all-time high of 49,515; by 1994 the number hadfallen to less than half (20,088 births), rising once again by2003 to25,611.The fall inschool rollsandsubsequentpartialrecoveryhas thus comemuch later andsharper than inmostof Western Europe.This has had numerous consequences inthe education system, especially in the Basque AutonomousCommunity (BAC,madeupof theprovincesofAraba,BiscayandGipuzkoa)asthefalltherehasbeenmoredramaticthaninNavarre:schoolscompeteforpupilstoensuresurvival,leadingtoanincreaseintheservicesoffered(anearlystart inEnglishispopularwithparents);schoolsand teacher trainingcollegeshaveclosed;fewnewteacherscanexpecttoattaintenureintheshortterm,whiletheaverageageofstaffmembersrisesstead-ily; the number of students per class has dropped noticeably,whilethenumberofteachersperclassgrouphasrisen.Publicinterest in the Basquisation of the school system, a politicallyvexed topic, has masked the profound transformation beingwroughtbytheresponseofthesystemtofallingrolls.Thelastfewyears,however,havebroughtaslightupturninbirths,dueinparttothearrivalofsubstantialnumbersofimmigrants.


9

language status After centuries of neglect and often outright repression, theSpanish state adopted a more positive stance on its minoritylanguagesinthe1978constitution.ThisestablishesSpanishasthe official language of the state, but permits the Autonomous CommunitiesorregionsofSpaintomakeotherlocallanguagesco-official. Basque is spoken natively in both the BAC and Navarre, though in both absolute numbers and percentageterms, the BAC minority is substantially larger.The languagehas since been made co-official throughout the BAC and in part ofNavarre,aseparateregion.Bothregionshavesubsequentlypassed language laws to spell out the effects of co-officiality of Basque;theycontainmajorstipulationsontheavailabilityoftheBasquelanguageasbothsubjectandmediumintheeducation-alsystem.SpainsignedtheEuropeanCharterforregionalandminority languages in 1992 and ratified it in 2001, but it seems unlikely that thiswillbeamajorsourceofgreatersupport forthe language. The Government of the Charter Community ofNavarreandanumberofotherauthoritiesinthatregionhaveinrecent years tended to restrict and even reduce official support for the language: this has led toa certaindegreeof litigationandsocialtension.

status of IntheBACrelevanteducationallegislationtakesasitsstartingthepointtheCommunity’sfoundingstatute:thebriefreferencestothelanguageinthatdocumentweredevelopedintheLawfortheNormalisationoftheUseofBasque(1982):- therightofstudentsortheirparentstochoosethemedium

ofinstructionisestablished;- pre-university students must receive language classes in

the official language not used as medium of instruction;- the Basque Government is to define the bilingual teaching

modelstobeofferedtoparents;- theBasqueGovernmentwill takemeasureswithregardto

teachers’languagecompetence,plansofstudyandteachertrainingcolleges inordertobeabletosatisfyparentalde-mandforBasque-mediumandlanguageteaching.

language

education


10

Current developments of that law are largely dependent on

the1/1993(onBasquestateschooling)and2/1993(onschoolstaff) Basque Parliament laws. Secondary legislation is toovoluminous to mention in detail. As for university education,theSpanishLey de Orgánica de Universidades(LOU)lawlaysdown the basic framework. In applying that law to the BAC,the Basque Parliament 3/2004 law (on the Basque universitysystem)notesamongst theservices tobeprovided tosocietybytheuniversitiesthatoffosteringthedefence,studyandpro-motion of the Basque cultural heritage in general and of theBasquelanguageinparticular.ItfurtherdeclaresthatoneoftheobjectivesoftheuniversitysystemistheintroductionofBasqueinallareasofknowledgesoastocontributetothenormalisa-tionoftheuseofBasque.Article11ofthetextdevelopstheseideasinsomedetail.

SimilarlyinNavarrerelevanteducationallegislationtakesasitsstartingpointaverybriefreferenceintheCommunity’sfound-ingstatute:thiswasdevelopedintheCharterLawonBasque(1986).FurtherdetailsareavailableinAldasoro(2001:594-7).In the traditionally Basque speaking areas arrangements aresimilartothoseintheBAC;morelimitedoptionsareavailabletostudentsandtheirparentsintherestofNavarre.

AnydiscussionofBasqueinprimaryandsecondaryschoolinginSpainhastodealwiththeso-calledbilingualteachingmod-els,allbasedonregionalgovernment laws.Eachclassgroupineachschoolisassignedoneorotherofthesemodelswhichdetermine the use of the two official languages for teaching purposes:


11

Definition of model Name in the BAC Name in Navarre

Spanishasteachingmedium;Basqueas

asubjectModelA ModelA

Basqueasteachingmedium;Spanishas

asubjectModelD ModelD

BothSpanishandBasqueassubject

andmedium

ModelB(approximatelyhalfandhalf)

ModelB(Basquepredominant;

volumeofstudentsnegligible)

Spanishasteachingmedium;nopresence

ofBasque

ModelX(not official,

marginallypresent)

ModelG(numericallydominant)

Table 1:names and definitions of bilingual teaching models

Thedistributionofchildreninthesemodelsdependsonthetworegional governmentsmaking themavailableandonparentalchoice.Thepercentagesineachvarybyage,geographicallo-cation,levelofschoolingandwhethertheschoolisinthepublicorprivatesector.Asingleschoolmaycontainstreamsofdiffer-entmodels.ThetendencyistowardsrelativegrowthinmodelsB and D in the BAC and, in Navarre, A and D, whilst othermodelsaredecreasinginbothrelativeandabsoluteterms.AsthepercentagesofstudentsintheinitiallevelsoftheBasque-ermodels(BandD)growyearafteryear,itseemslikelythattherelative weight of Basque within the education system in theBACandNavarrewillcontinueto increasefor the timebeing.TheBasquisationprocesshasbeenmuchmoreintenseintheBAC than in Navarre, reflecting the differing position and rela-tivesizeoftheBasque-speakingminoritiesinthetworegions.

education TheSpanishparliamenthasestablishedthebasiccoordinatesof theeducationsystemthroughtheLey de Ordenación Gen-eral del Sistema Educativo (LOGSE) law. According to thislaw, school attendance is compulsory and free from 6 to 16;basic objectives of the Spanish education system include full

system


12

development of the student’s personality, learning respect forfundamental rights and freedoms, the acquisition of intellec-tual habits and respect for the linguistic and cultural pluralityofSpain.Universityeducation is theobjectofaseparate law.UniversitiesintheBasqueCountry,asintherestofSpain,arelargely self-governing, though the public ones are dependenton the two regional governments for finance. There is also a flourishing modern language learning provision for adults, in-cludingbothBasqueandmajorinternationallanguages.

Whethertheeducationlawsareappliedinaparticularregionbycentralstateauthoritiesorbytheregionalauthoritiesdependson the distribution of powers in education, which varies fromregion to region. In both the BAC (from 1981) and Navarre(since1990)broadpowershavebeendevolvedontheregionalauthorities. Where the regions with the power to do so havenot developed specific local educational regulations, state-wide regulationsareapplied.

public and Schools in the peninsular Basque Country are either stateor private. In total, just under 60% of students attend stateschools. Private sector schools, largely state financed at least intheagerangeofcompulsoryschooling,arefrequentlyownedbyRomanCatholicorganisations.Until1993therewasathirdikastolaschoolsectorintheBAC:thiswillbediscussedsepa-rately. The inclusion of Basque as both subject and teachingmedium has affected both state and private schools, thoughthedevelopmentofBasque-mediumclassgroupshas,on thewhole, been relatively slower in the private sector, as can bededucedfromthefollowingtable,particularlyinNavarre.

A B (BAC) D (+ B Nav) X + G Total

Public 46,445 20,540 102,344 26,973 196,302Private 56,205 47,429 61,306 24,474 189,414Total 102,650 67,969 163,650 51,447 385,716

Table 2:distribution of students by educational model and ownership

private


13

bilingual TheSpanishCivilWar(1936-39)broughtpreviouseducationalexperiments in Basque subject and medium teaching to anabrupt end. It was not until the sixties that the first clandestine attempts by parents to ensure a Basque language educationfortheirchildrengotunderwayagain.Thesenew,initiallyverymodestinstitutionswereknownasikastolaschools.Mosteven-tuallyadoptedcooperativestatus,buta fewwereestablishedandownedbytownorprovincialcouncils.Theygrewgradually,coming to constitute about 10% of the primary system in theBACandeven less inNavarreby the timeofFranco’sdeathin 1975. The establishment of regional governments led to aconsiderable increase in the public funds made available forminoritylanguageschoolingthroughoutSpain.

From thenon the ikastola sector constituted a clearly defined separateschoolnetwork in theBAC,private inownershipbutbetter financed than other private schools. This was regarded as an anomalous situation and in 1993 the private ikastolaschoolswereforcedtoopteithertojointhestatesystemortooperateon thesamecriteriaasotherprivateschools.On thewhole,smaller,weakerschools joined thestatesystem,whilelarger, financially viable ones joined the private sector. Many of thislattergroupcontinuetobelongtotheikastolacoordinatingbody.SuchschoolsretainthenameofikastolaandoftenhaveaBasque-eratmospherethanordinaryprivateschools,butarelegallysimplyprivateschools.

There are ikastola schools (16 in the school year 2004-05)in Navarre too, where they are treated on a par with privateschools, if they have been officially recognised. A number of ikastola schools in the southern part of Navarre have notachievedsuchrecognitionandasaresultdonothaveaccesstostandardregionalgovernmentprivateschoolfunding,thoughthey do receive some funds from the government’s languagepolicysection.

education

forms 5


14

Ikastola schools throughout the peninsular Basque Countrycontinuetoorganisehighlysuccessfulmassfund-raisingeventsintheformofannualsponsoredwalks,oneineachofthefourprovinces, in order to assist funding their building and otherprogrammes.

administration There are four basic administrative levels in Spain: state, re-gion,provinceand local council (exceptionally,as inNavarre,region and province coincide). The division of responsibilitiesineducationvariessomewhat fromregion to region: theBACfor example has held more powers longer than Navarre.Thepresent division of responsibilities in these two regions is asfollows: the state government continues to define the basic parameters of the education system (design of system, dura-tionandsegmentationofcompulsoryeducation,basicsubjectoptions,mostofthecurriculumincludingminimumteachingofSpanish,basicrightsofstateschoolteachers,convalidationofstudiesabroad); theregionalgovernmentsareresponsible forlanguage policy, construction of buildings, hiring state schoolteachers, paying them and organising in-service training, pri-vate sector funding, rest of curriculum, control of materialsused inschools…Provincialcouncilshavevirtuallynoeduca-tionalresponsibilities,while localcouncilsareusually involvedin maintenance, sometimes in educational provision (underthrees,earlydrop-outs…)andoftenintheorganisationofextra-curricularactivities.

Under the plans for augmenting the use of Basque in theadministrationof theBAC,someefforthasbeenexpended inensuringthatatleastsomeofthecivilservantsworkinginedu-cationaladministrationareabletodealwithschoolswishingtocommunicateinBasquewiththeadministration.Provisionhashoweverbeensomewhathaphazard.Spanish is thedominantlanguage of the Department of Education of the BAC, butprobablymoreBasqueisusedtherethaninanyotherregionalgovernment department except the Department of Culture.Anewdepartmentalinitiativefrom2004isseekingtostrengthenthe provision of service to schools and individual teachers in


15

theBasque language.A thorough revisionofpresentpracticeisunderwayandisexpectedtoculminateinasustainedeffortto provide service through the medium of Basque where re-quested.InNavarretooanumberofcivilservantsarecapableofprovidingservicesthroughthemediumofBasque.Relevantlocal council officials may also be able to provide Basque me-diumservice.

inspection Thestatemaintainsahigh inspectorate inboth theBACandNavarre,whichprovidesMadridwithinformationontheevolu-tionof the regional educationsystems.Basic inspectionworkis carried out by regional government inspectors, usually ap-pointedbysubjectandeducationallevel.Theyareresponsiblefor correct implementation of the general regulations and foradvising teachersonpedagogicalmatters.Somehaveanad-equatecommandofBasquefortheirtask.

support The BAC has a well developed system of teacher supportcentres(18centrescoveringallthreeprovincesin2005).Eachcentrecontainsexpertsbycurriculumsubjectorgroupofsub-jects.Onepersonineachcentreisresponsibleforcoordinatinglanguage planning within those schools, both public and pri-vate,(370in2004-05)thathaveexpressedaninterestinwork-ing towards increasing the Basqueness of the school ambi-enceincollaborationwiththeDepartmentofEducation.Theseschoolseachhavea teacheronpartial release from teachingduties,responsiblefortheexecutionofthelanguageplanandtrainedandfundedbytheDepartment.Representativesofsuchschools sometimes coordinate their Basque language promo-tionactivitieswithothersatlocalcouncillevel.6

A specific departmental unit (the Basque Service) oversees Basquisationactivities ingeneral (teacher in-service languagetraining(seedetailsinthesectiononteachertraining)andcer-tification, authorisation and subsidy of Basque language teach-ing/learningmaterials(seedetailsinnextsection),coordinationofBasquisationplansmentionedabove,organisationofnumer-ousactivitiesopen toall schools (subsidies fordrama, choirs

structure


16

and traditional improvised sung verse; short stay residentialcentres for class groups to work intensively on their Basqueina lessacademicatmosphere;poetryandessaycontests topromoteexcellence,etc.).Furtherdetailsareavailableon theBACDepartmentofEducationweb-site.

TheBACDepartmentofEducationhasestablishedthe Euskal Ikasmaterialgintza(EIMA)programmeforprimaryandsecond-aryschools,wherebythedepartmentsubsidisesthepublicationofschoolmaterials(printed,audio,audio-visual,computerpro-grammesandCD-rom),soastoensurethatparentschoosingBasqueasamediumfortheeducationoftheiroffspringdonothave to spend more on learning materials as a result of thesmaller market. School materials subsidised in 2004 include269 books or other printed materials such as workbooks orwallcharts,30videos,10audiotapes,5softwareprogrammesand18multimediaCD-romsaswellasafurther15awardsforlearning materials via internet. 52 grants were also made togroupsofteacherspreparingmaterials.Thetotalsumawardedwasapproaching1.9m.euros.Cataloguesofavailablemate-rialareupdated regularly.Topromotequality, theDepartmentmakes awards annually to the best materials chosen by anindependent tribunal.Mostmaterialsare inbatua, though thedepartment also subsidises materials in standard Biscayandialect.

There are five teacher support centres in Navarre. The Basque ServiceoftheDepartmentofEducationperformssimilarfunc-tions to those of the administrative unit of the same name intheBAConamoremodestscale. Inparticular, itorganisesanumberofcoursestoimproveteachers’languageandlanguageteachingskills.Seetherelevantweb-siteforfurtherdetails.


17

2 Pre-school education

target group Pre-school education is defined as covering the period from 0 to6 yearsofage.Practicallyall children inHegoalde com-mencepre-schoolbytheageof3,withsomebeginningayearearlier,ofteninbuildingsattachedtoaprimaryschool.Thistypeof education almost invariably takes place within the schoolsystem.Otherunderthreesarecateredforbyfamily,bynurser-ieswhicharemostlyprivatelyownedorbychild-mindershiredbyindividualfamilies.

structure Pre-schooleducation issubdivided into twocyclesorphases,the first from 0-3 and the second from 3-6.

legislation See chapter I of the LOGSE law: pre-school education isdesigned to contribute to the physical, intellectual, emotional,socialandmoraldevelopmentofpupils;closecooperationwithparentsisstressed.

language use All models mentioned above are available from ages 3 to 6,though not necessarily in all areas. As there are no subjectareasatthisageitisimpossibletosayhowmuchtimeisspentondevelopinglanguageskills.

teaching Acompletesetofteachermanualsisavailable.

statistics

A B (BAC) D (+ B Nav) X + G TotalBAC 5,712 19,578 42,345 388 68,023

Navarre 4,610 0 4,638 7,224 16,472

SpanishBasqueCountry 10,322 19,578 46,983 7,612 84,495

Table 3:pre-school students by educational model. All educa-tional statistics provided by the relevant educational authority.

material


18

IntheBACthisgrouphasthehighestpercentagesofmodelBandDstudentsofallacademic levels: less than9%ofenrol-ments for the year 2003-2004 were in modelsA and X, sug-gestingthatthetransformationoftheBACeducationalsystem,insofaraslanguageisconcernedinolderagegroups,isnotyetcomplete.


19

3 Primary education

target group Primaryeducationlastsfromsixtotwelveyearsofage.

structure Primary education is subdivided into three cycles or phases,eachlastingfortwoyears.

legislation SeechapterIIoftheLOGSE law:theobjectiveatthis level istofacilitatetheacquisitionofbasicculturalelements,receptiveandproductiveoralandwrittenskills,arithmeticandanincreas-ingautonomyofaction.

language use Allmodelsmentionedaboveareavailable, thoughnotneces-sarily inallareas.Basqueistaughtasasubjectbetween245and280hoursperschoolyear,orthreeandahalftofourhoursperweek.

teaching Anumberofpublishinghousesofferacompletesetof teach-ingmaterialsforprimaryeducation.Complementaryreferencematerialsarealsoavailable.

statistics

A B (BAC) D (+ B Nav) X + G TotalBAC 15,273 29,516 52,726 806 98,321

Navarre 8,717 0 7,849 15,144 31,710


Table 4:primary students by educational model

material


20

4 Secondary Education

target group Secondary education covers the period between the end ofprimaryschoolingandentrytouniversityortothelabourmar-ket. Minimum exit age is 16, though the immense majority ofstudentscontinuestudyingthereafter.

structure Compulsory secondary education begins at age 12and endsatage16, thus lastingfor fourschoolyears.Post-compulsoryuniversityorientedsecondaryeducationbeginsatage16andlasts for twoyears. InspiteofsomeTechnicalandVocationalSecondaryEducationoptionsofferingeverimprovingpossibili-tiesofemployment,thismoreacademicoption,usuallyleadingtouniversitystudies, ispreferredbymanyparents.Postcom-pulsory education has become increasingly specialized, withfourmain typesofbaccalaureateonoffer:NaturalandHealthSciences, Human and Social Sciences, Art and Technology.Someoftheseincludeanumberoffurtheroptions.

legislation SeechapterIIIoftheLOGSElaw:inadditiontotransmittingthebasicelementsofculturetostudents,theaimofcompulsorysec-ondaryeducation is toprepare them to takeon responsibilitiesandexercisetheirrights,aswellastotrainthemforthelabourmarket or further study. Post compulsory secondary educationhasasitsgoalthehumanandintellectualmaturityofitsstudents,aswellasprovidingthemwiththeknowledgeandskillsneces-sarytofunctioncompetentlyandresponsiblyinsociety.

language use In the BAC all three official models are offered to students un-dergoingcompulsory secondaryeducation.However,modelBisnotavailable inpostcompulsorysecondaryeducationinthebeliefthatstudentsschooledinthatmodellowerdownthesys-temshouldbeabletocopewithallsubjectsthroughthemediumofBasque,shouldtheywish.Basqueistaughtasasubjectforthreeandahalfhoursaweekincompulsorysecondaryeduca-tionandforhalfanhourlessatthepostcompulsorystage.


teaching Anumberofpublishinghousesofferacompletesetofteachingmaterialsforcompulsorysecondaryeducation.Complementaryreference materials are also available. The situation is morecomplexat thepostcompulsorystagedue to increasingspe-cialization.Widelytaughtcoresubjectstendtobewellprovidedfor,whilstsomemorespecialistsubjects(noticeablytechnology,art,philosophyandpsychology)stilllacksomesuitablemateri-als. To remedy this deficit the BAC government is extending the programme described in vocational education below to thesespecialistsubjects.

statistics Hereisthedistributionofstudentsbylanguagemodel:

material

A B (BAC) D (+ B Nav) X + G Total

BAC 40,993 18,132 46,378 686 106,189

Navarre 2,588 0 5,475 20,807 28,870


Table 5:secondary students by educational model


22

5 Vocational education

target group Vocationaleducationisaimedatstudentsofalllevelsofabilitytoassisttheirentryintothelabourmarket.

structure There are basically three types of vocational training, corre-sponding to the threestandardEuropean levels,eachusuallyoftwoyearsduration:alowercyclestartingatage16forstu-dents who have not successfully completed their compulsorysecondary education; a second cycle, also lasting two yearsfor those who have, leading in principle to the labour marketor secondary academic education and a third, higher cycle,requiringpreviouscompletionofgeneralsecondaryeducationandleadingtothelabourmarketoruniversity.Thisthirdtypeofcycle,sometimesextendedintoathirdschoolyear,isnowalsobeingusedbypostgraduatestocompletetheirpreparationforthelabourmarket.

legislation SeechapterIVoftheLOGSElaw:theobjecthereistofacilitatetheentryofyoungpeopleintothelabourmarketandtorespondtotherequirementsofthesystemofproduction.

language use LittleprogresshasbeenmadeinofferingtheBasque-ermodelsin this sector. Whilst the substantial number of options avail-able to students makes it difficult to establish groups which will studyinBasqueandthemarketfor learningmaterialsisoftennot commercially viable, in some subject areas at least thereseems to be both a demand and a sufficient number of Basque speakingteachers.Basqueisnotalwaystaughtasasubject.

teaching Due to the small size of the market for specific materials, these are often made available on the internet, rather than in print.TheDepartmentofEducationoftheBAChasintroducedaspe-cific programme within its Irakasleen Alfabetatze Euskalduntzea(IRALE) framework to respond to this problem: the formulaconsistsinofferinganapproximatelythreemonthreleasefromnormal teaching duties to teachers working in specific subject areas.Successfulcandidatesareofferedathreeorfourweek

material

A B (BAC) D (+ B Nav) X + G TotalBAC 24,757 743 4,069 0 29,569

Navarre 0 0 170 6,392 6,562

SpanishBasqueCountry 24,757 743 4,239 6,392 36,131


23

intensiverefreshercourseinBasquewherenecessaryandarethenexpected topreparematerials foruse inclassunder theguidanceofIRALEteachers.ResultingmaterialsareeditedbyIRALE teachersandmadeavailable toall interested teachersbytheDepartment.

statistics

A B (BAC) D (+ B Nav) X + G TotalBAC 24,757 743 4,069 0 29,569

Navarre 0 0 170 6,392 6,562

SpanishBasqueCountry 24,757 743 4,239 6,392 36,131

Table 6:vocational education students by educational model

IntheBACmodelDaccountsforaround14%ofstudentsandinNavarremodelsDandBforabout2.5%.TherestaremainlyinmodelsGandX,thoughBACstatisticsoftencountthemasmodelAstudents.


24

6 Higher education

structure There are five universities based in the southern Basque Coun-try: two public (the University of the Basque Country (Euskal Herriko Unibertsitatea/Universidad del País Vasco: EHU/UPV)in theBACand thePublicUniversityofNavarre (Universidad Pública de Navarra: UPNA) in Navarre) and three private(the Jesuit University of Deustu, the Opus Dei University ofNavarre and the new, small cooperative-owned University ofMondragón). With over 60,000 students the EHU/UPV is farandawaythelargest.TheMadridbaseddistance-learningUni-versidad Nacional de Educación a Distancia(UNED)alsooper-atesseveralcentreswithinthearea.Universitiesofferdiplomacourses (three years), degree courses (traditionally of five, but nowusuallyfour,years’duration)andpostgraduatecourses.

Beforeanyof theseuniversitiesofferedcourses inBasque,agroupoflanguageloyalistssetupUdako Euskal Unibertsitatea (UEU),asummerschoolfunctioningentirelyinBasque,whichhasattimesactedasacatalystforsubsequentactivitiesintheuniversitiesandwhichcontinues toofferuniversity levelshortcoursesinBasque.

language use BasquePhilology,adegreeincludingbothliteratureandlinguis-tics,canbestudiedattheEHU/UPVandDeustu.AdegreeinBasquestudiesisavailableattheOpus Deiuniversity.

The degree of presence of Basque in other degrees variesconsiderably.IntheJesuitandOpus Deiuniversitiesthepres-enceofBasqueislimited.IntheUPNAtwoofthetwentythreedegree courses can be studied in Basque, whilst in the restsomesubjects(about6%ofthetotal)canbestudiedinBasque.AtMondragónUniversityBasqueisdominant inArtssubjects,butnotinScience.GreatestefforthasbeenmadeintheEHU/UPV,wherethemajorityofcompulsorysubjectswithindegreecoursesarenowavailable inBasqueaswellasSpanish.Thepercentage is expected to continue to rise, as students pres-sureforfurtherexpansionofBasquemediumteaching.


25

TheEHU/UPVprovidesfundsforthepublicationinBasqueofsomeoriginaluniversity leveltextbooksandsometranslationseachyear.

statistics ThenumberofbilingualteachersintheEHU/UPVinthe2002-03academicyearwas1111.38%of thestudentsat thatuni-versitythatyearstudiedwhollyorpartlythroughthemediumofBasque.MoredetailedstatisticsontheteachingandlearningofBasqueintheEHU/UPVareavailableontheuniversity’sweb-site. Absolute numbers at other universities are much moremodest.

teacher training TeachertrainingthroughthemediumofBasquehasbeenavail-ablesincethelateseventies.

Candidatestobeprimaryschoolteachersmusthavecompletedtwoyearsofpostcompulsorysecondaryeducation.Theteach-ers (who are also permitted to teach in the first two years of compulsorysecondaryschooling)undergoathreeyearcourse,including teachingpractice inschools, leading toadiploma inone or other of the teacher training colleges. These studiesmaybecarriedoutthroughoutSpaininSpanishor,inBasque,inanumberofcollegeswithintheBAC(3state,2private)andNavarre(1state).TeacherswhocompletetheirinitialtraininginBasqueareinmostcasesawardedtheEuskararen Gaitasun-agiria(EGA) certificate of language competence without further examination by the corresponding department of education.PrimaryteacherswhohavetrainedinSpanish,however,havetosittheEGAexaminationorequivalent.TheyarethenentitledtoteachBasqueorinBasqueinbothstateandprivateschools,inthesubjectareatheyhavepreparedfor(Preschool,PhysicalEducation, Natural Sciences, Social Sciences, Basque lan-guage,etc.).

Secondary school teachers normally have to obtain a univer-sity degree in their specialist subject and can subsequentlyundergoeithera350hourcourseofpostgraduateteachertrain-ing,knownasIrakaslanerako Egokitze Ikastaroa/Certificado de


26

Aptitud Pedagógica (IEI/CAP)providedbyuniversity institutesor,morerecently,afuller500hourcourse(Curso de calificación pedagógica conducente al título profesional de especialización didáctica/Espezializazio didaktikorako lanbide-titulua lortzeko prestakuntza pedagogikoko ikastaroa),alsoprovidedbysomeuniversities in accordance with the provisions of the LOGSElaw. One or other of the two certificates is required of teachers wishingtoobtaintenureinthestatesector.Inallcasesteach-ershavetosit theEGAexaminationorrecognisedequivalentinordertoteachBasqueorinBasque.

University teachers at the University of the Basque Countrywishing to teach in Basque are required to pass a specific uni-versityexamination intheBasquelanguagetoproveability toteachinthelanguage.

Overtheyearsincreasingreliancehasbeenplacedonin-serv-icelanguagetraining.TheBasqueServiceoftheDepartmentofEducationintheBACrunsaprogrammebythenameofIRALEforteacher literacyinBasque(inthecaseofnativespeakers)andlanguagetrainingfornon-speakers.Teachersinthepublicsector starting fromscratchand,more recently, in theprivatesectortooareentitledtouptothreeyears’full-timereleaseonfullpaytolearnBasque.Thedepartmentpaysstudents’feesatstateandprivatelanguageschools.Atthehigher levels, lead-ing to EGA or equivalent, the department has four languageschools of its own.At its height there were over a thousandteachersstudyinginthatwayatanyonetime.Inaddition,theDepartmentalsopays, inwholeor inpart, theenrolment feesofteacherslearningBasqueintheirsparetime.Atthepresenttime, however, there are few willing candidates left for thethreeyearprogrammeandIRALEhastakentheopportunitytoincrease itsofferof threemonth full-time refreshercourses toteachersalreadyworking inBasque: in2003-04617 teachersstudied full time for certification to teach in Basque, whilst a fur-ther 584 took part in full time post certification courses, includ-ingthematerialproductioncoursesmentionedinthevocationaleducation section.The budget for the IRALE programme (in-


27

cludingcostofsupplyteacherstocoverpostsofteacherswithtenureon full-time release, but excluding the cost of IRALE’sownstaffofover80)wasover36millioneurosin2004.

TheDepartmentofEducationandCultureoftheGovernmentofNavarrerunsaverysimilarservice,butthenumberofteachersandoptionsinvolvedismuchsmaller.Itownsasinglelanguageschool.TheUniversityoftheBasqueCountryalsorunsanin-servicetrainingprogramme.OneoftheweaknessesofBasqueineducationispreciselyitsconsiderabledegreeofdependenceonnon-nativespeakers,whohavenotalwaysattainedormain-tainedtherequiredlevelofcompetence.

Apartfromthelanguagecourses,theDepartmentofEducationoftheBACalsooffersaverymodestamountofin-servicetrain-inginothersubjectsthroughthemediumofBasque.However,thevastmajorityofsuchcoursesarecarriedoutinSpanish.


28

7 Adult education

Nativespeakerswhohavenotbeenschooled inBasqueandwhowishtodeveloptheirliteracyskillsinthelanguage,aswellas second language learners, can attend one or other of theDepartment of Education official language schools or one of theeuskaltegilanguageschoolsinthearea.Secondlanguagelearners now constitute the bulk of the students. In the BACbothtowncouncilandprivateeuskaltegischoolsaresubsidisedby Helduen Alfabetatze eta Berreskalduntzerako Erakundea(HABE),theDepartmentofCultureorganisationresponsibleforoverseeingsuchschools (2003budget, forall costs includingownstaff:nearly27millioneuros).Itestablishesthecurriculum,promotesprofessionalisationof teachers throughcoursesandtranslationsof relevantbooks,establishesstandardsandcar-ries out inspections, produces learning materials, publishes amagazine for learnersandanother for teachers.Someof thelarger private school bodies have also carried out some oftheseactivities.Coursesmayberesidential,particularlyinthesummermonths.InNavarre,languageschoolsaretherespon-sibilityof theBasqueServiceof theDepartmentofEducation.In both the BAC and Navarre one school is specifically directed atcivilservants.

The Basque language can also be studied in Madrid at theCentral Official School of Languages and in Barcelona. It is oc-casionallyofferedelsewhereoutsidetheBasqueCountry,evenoutsideSpain,particularly inNorthandSouthAmerica,wherethereareconsiderablenumbersofresidentsofBasqueorigin.

Adults completing the course of studies usually sit the EGAexaminationorequivalent.However,civilservants intending tooccupyvacanciesintheBACforwhichBasqueisrequiredmayhavetoachieveotherlowerorhigherlevelsestablishedbytheadministration and sit a specific examination. For legislation relatingtoschoolssubsidisedbyHABE,contactHABEdirectly(seebelow).Withtheexceptionofeducationdepartment-ownedofficial language schools which usually function basically in


29

Spanish and offer a number of languages, almost all otherlanguage schools offer Basque only and function in Basque.As many as 50.000 adults7 have attended Basque languagecoursesinasingleyear,thoughestimatesfor2003-04arerun-ningat about 40,000: dependingon location they can choosebetween Department of Education run language schools (8 intheBAC;2inNavarre);publiclyownedlanguageschools(46intheBAC;3inNavarre)orprivateschools(95intheBAC,27inNavarre;manyofthesearecoordinatedbytheprivatelyownedorganisationsAlfabetatze Euskalduntze Koordinakundea(AEK),Ikas eta ari (IKA) orBertan).All languageschools,publicandprivate,have received regionalgovernment funding to varyingdegrees. AEK schools also benefit from the mass sponsored running event lasting for days they organise every two years.Abroadselectionoflearningmaterials(printed,audioandCD-rom) is now available, including teach yourself works throughthemediumofSpanish,FrenchandEnglish.Learningmaterialsare also available via internet. It is unusual to find other formal adulteducationcoursesbeingprovidedinBasque.


30

8 Educational research

BeyondthestatisticsprovidedbythedepartmentsofeducationoftheBACandNavarreandresearchintomattersofprimarilypedagogical interest, research carried out seems to have fo-cussedonatleastfourissues:- attitude and motivation of students towards learning and

usingBasque;- degreeofknowledgeanduseofBasqueandSpanish;- influence of the medium of instruction on academic achieve-

mentinothersubjects,particularlyontheearlylearningofathirdlanguage(almostinvariablyEnglish);

- recently, feedback of the education system into languagereproduction.

For recent overall results on the first issue the reader can consult the third sociolinguistic map within Euskal Herriko Hizkuntza Adierazleen Sistema(EAS)ontheBACgovernmentweb-site (see details in the official bodies section at the end of thedossier).Thesecond lineof researchhasgivenus theEuskararen Irakaskuntza: Faktoreen Eragina(EIFE),Hizkuntza Idatziaren Neurketa Eskolan(HINE)and,veryrecently,theIra-kas-sistema Ebaluatu eta Ikertzeko Erakundea-Instituto Vasco de Evaluación y Investigación Educativa (ISEI-IVEI) studies.Thesesuggest thatstudentsstudying inBasquegenerallydosowithoutlossofcompetenceinSpanish.Interesthasmovedtowardsthethirdline,assomeseekproofthatBasque-mediumteaching is not an obstacle to a high level of achievement inother subjects, while their opponents seek to prove the op-posite.Severalstudieshavebeenundertaken.Withinthethirdline, one strand, best exemplified by the work of Cenoz, is closelyrelatedtothespreadofEnglishasaninternationallan-guage.ForreferencestothesecondandthirdlinesofresearchinNavarreseeAldasoro (2001:603).The fourth,most recentline of research, is related to the issue of the influence of the schoolonsubsequentlanguagetransmissionwithinthefamily.


31

9 Prospects

After over twenty-five years of legally established schooling in Basquesupportedbypublicfunds,theBasquelanguageedu-cationsystemmayseemwell-established:furtherexpansioninrelativetermsseemslikely intheshort term.Inthelongterm,however, insofar as expansion of the Basque language is formany, thoughbynomeansall, linked tonationalistpolitics,adecline innationaliststrengthcouldeventually leadtostagna-tionorsomedeclineintheofferofBasquelanguageteaching.Andasdemandforsuchteachingdependsonparentalchoice,there is no guarantee that demand will continue to expandand never contract. Nevertheless, whatever the volume, thecontinuance of Basque-subject and -medium teaching seemsassuredfortheforeseeablefuture.

There isscope to improvewhat the regionalgovernmentsof-fer: intheBACtheeducationdepartmenthashadbutmodestsuccess in introducingBasque-mediumteaching insecondaryvocationaltraining;afullBasquedimensiontothecurriculumisstillbeingdeveloped;theBasquisationofancillaryserviceshasoftenlaggedbehinddemand.DevelopingaqualityprovisioninBasquetomeetdemandisanobjectivewhichhastocompetealongsideotherswithintheeducationsystem.InNavarre,boththerhythmandvolumeofBasquisationaremoremodestandmorecontroversial:demandisnotbeingfullymet.

Most children with Basque as mother tongue now completetheir primary and compulsory secondary education in B andD Basque-medium streams; a fair number also complete theirnon-compulsorysecondaryeducation insimilarstreams; ratherfewercarryouttheirstudiesinhighereducationinBasque,oftenonlypartially,andeven fewerdovocational training inBasque.ChildrenfromnonBasquespeakinghomeshavejoinedthematalllevelsofeducation.Twoquestionsmustbeasked:howfarwillthis translate into increaseduseof the languageandwill theseadultsofthefuturetransmititinturntotheiroffspring?Allthesechildren have mother tongue or quasi-mother tongue compe-


32

tence inSpanish:particularlywhereBasque isnot (co-)mothertongue, the maintenance of the language after schooling de-pendsontheBasquenessofrelationshipnetworksandthese,inmanycases,arepredominantlySpanishspeaking.Basqueisnotrequired formost jobs.As for language transmissionwithin thefamily,thisseemsassuredwherebothparentsarenativespeak-ers of Basque, but the percentage drops in mixed languagemarriages.Nevertheless,theprospectsforfurtherimprovementin self-reported transmission of the language are up beat, butobservers claim that the quality of command of the languageamongtheyoungergenerationsisweakeningandisincreasinglybeing influenced by Spanish. Too little work has been done as yetwithregardtounderstandingand,wherenecessary,shoringuptransmissionwithinthefamily.

In terms of the human and financial resources involved Basque languageplanninghasbeendirectedaboveall at theeduca-tional sector and the achievements have been remarkable,though they have yet to be consolidated. Planners are nowpayingattention to theneed forplanning forothersectors,astheyhave come to realise that the school is anecessarybutinsufficient part of any successful RLS programme.


33

10 Summary statistics

A B (BAC) D (+ B Nav) X + G TotalBAC 86,735 67,969 145,518 1,880 302,102

Navarre 15,915 0 18,132 49,567 83,614


Table 7: primary and secondary students by language model (numbers)

A B (BAC) D (+ B Nav) X + G TotalBAC 29 22 48 1 100Navarre 19 0 22 59 100SpanishBasqueCountry 27 18 42 13 100

Table 8: primary and secondary students by language model (percentages)

Withintheareaunderdiscussion,then,60%(1999-2000:nearly53%)ofallschoolstudentsstudyhalformoreofthecurriculumthroughthemediumofBasque.Thisisaremarkableachieve-ment,especiallywhenoneconsidersthatthepercentagethirtyyearsagowasnoteven10%.

Statistics by school are not particularly helpful in the BACas practically all schools provide at least subject teaching inBasque;Basque-mediumteachingiswidelyavailablethrough-outtheBAC.StatisticsforNavarrearenotavailable:provisionvaries widely and the presence of model D (Basque-mediumteaching)ismorelimitedinthesouthoftheregion.

As regards teachers,according tocalculationsmade in2002-03 around 70% of all primary and secondary teachers in theBAC had been certified to teach in Basque. Percentages are on the whole slightly higher amongst the various categoriesofsupplyteachers;similarly,thereisadifferenceofafewper-centagepoints in favourof thepublicsector. InNavarre therewereover1,500teachersworkinginBasquebytheschoolyear1999-2000.


34

Endnotes

1 For further details see Azurmendi et al. 2001, Fishman1991: 149-186, International Journal of the Sociology ofLanguage (IJSL), 2005, issue 174, Nelde et al. 1995 andwww.euskara.euskadi.net.

2 PopulationdataontheBACandonNavarrefromtheInsti-tutoNacionaldeEstadística(INE)(seewww.ine.es).

3 Anestimated70,000peoplehavepassedEGA(levelC1intheEuropeanframework),theprimeexaminationofcompe-tenceinthefourskillsinBasque,orarecognisedequivalent.Over3,000people,mostlyyoungadults,nowpasstheexam-inationeachyear.Suchexaminations,however,aresatbyonlypartoftheBasquespeakingpopulationandthusdonotmeasurethewrittencompetenceofthewholepopulation.

4 DatafromINE5 For an overview of Basque in education in the BAC, see

Gardner2000,Gardneretal.2005,Zalbide1999,Zalbideetal.1990;forNavarre,consultAldasoro2001.

6 Forfurtherdetailsoftheplans,consultAldekoaetal.7 DatafortheBACprovidedbyHABEandtheDepartmentof

Education,UniversitiesandResearchoftheBasqueGovern-mentand forNavarreby theDepartmentofEducationandCultureoftheGovernmentofNavarre.

http://www.euskara.euskadi.net

http://www.ine.es

http://www.ine.es


35

Education system in SpainEurydice

(Organizationoftheeducationsystem,2002/2003;checkwww.eurydice.org)

http://www.eurydice.org


36

References and further reading

main official Spanish state texts may be consulted at www.boe.es, BACtexts at www.euskadi.net; and Navarrese texts at www.cfna-varra.es.

Ley de Ordenación General del Sistema Educativo (LOGSE)(Boletín Oficial del Estado (BOE): 4/10/1990).

Euskararen erabilpena arautzen duen 10/1982 Legea/Ley deNormalizacióndelusodeleuskera(EuskoHerriarenAgintarit-zaren Aldizkaria/ Boletín Oficial del País Vasco (EHAA/BOPV): 16/12/1982).[LawfortheNormalisationoftheuseofBasque:English language translation available from the [email protected]]

Ley del vascuence (Boletín Oficial de Navarra: 17/12/1986).

EuskalEskolaPublikoariburuzko1/1993Legea/Ley1/1993,delaEscuelaPúblicaVasca(EHAA/BOPV:25/2/1993).

Irakaskidegoeiburuzko2/1993Legea/Ley2/1993,decuerposdocentes(EHAA/BOPV:25/2/1993).

LeyOrgánicadeUniversidades(LOU)(BOE:24/12/2001).

EuskalUnibertsitateSistemaren3/2004Legea/Ley3/2004,delSistemaUniversitarioVasco(EHAA/BOPV:12/3/2004).

publications ThefollowinglistincludesmostrelevantmaterialinEnglishplusaselectionofmaterialavailableinSpanishandBasque.

Aldasoro, E. ‘La evolución de la enseñanza en euskera enNavarra:unaperspectivapedagógica’inRIEV(RevistaInterna-cionaldelosEstudiosVascos)46,2,2001,593-624.[OverviewofthepositionofBasqueineducationinNavarre.]

texts regulating

teaching of

Basque

http://www.boe.es

http://www.euskadi.net

http://www.cfna-varra.es

http://www.cfna-varra.es

mailto:[email protected]


37

Aldekoa, J. and Gardner, N. (2002). ‘Turning Knowledge ofBasqueintoUse:NormalizationPlansforSchools’inInternational Journal for Bilingual Education and Bilingualism,5,6,339-354.

Arzamendi, J. and F. Genesee. (1997). ‘Reflections on immer-sioneducationintheBasqueCountry’inImmersion Education: International Perspectives (Johnson K. and M. Swain eds.)(1997:151-66),Cambridge:CambridgeUniversityPress.

Azkue,J.andJ.Perales(2005)‘TheteachingofBasquetoadults’inInternational Journal of the Sociology of Language,174.

Azurmendi,M.J.,Bachoc,E.andZabaleta,F.(2001).Revers-ingLanguageShift:theCaseofBasque.InJ.A.Fishman(ed.)Can Threatened Languages Be Saved? (pp.234-259).Cleve-don:MultilingualMatters.

Cenoz,J.(1998). ‘MultilingualEducationintheBasqueCoun-try’ in Beyond Bilingualism: Mulitilingualism and Multilingual Education (Cenoz J. and F. Genesee eds.) (1998: 175-191).Clevedon,PhiladelphiaandAdelaide:MultilingualMatters.

Cenoz,J.andJ.Perales.(2000).‘TheBasquespeechcommu-nity’inMultilingualism in Spain(M.T.Turelled.)(2000:91-109).Clevedon,PhiladelphiaandAdelaide:MultilingualMatters.

Cenoz, J. and J. Valencia. (1994). ‘Additive trilingualism: evi-dence from the Basque Country’ in Applied Psycholinguistics15,157-209.

Consejo Asesor del Euskera. Confluencia de los planes para fortalecer el uso del euskera en los centros escolares y delos modelos municipales del Plan General de Promocióndel Uso del Euskera. Can be downloaded from: http://www.kultura.ejgv.euskadi.net/r33-2734/es/contenidos/informe_estudio/azter1_2_aholkubatzorde_05_05/es_8511/adjuntos/confluencia%20de%20los%20planes.pdf. [Discussion of

howtocoordinateschoolandlocalcouncillanguageuseplans.]

http://www.kultura.ejgv.euskadi.net/r33-2734/es/contenidos/informe_estudio/azter1_2_aholkubatzorde_05_05/es_8511/adjuntos/confluencia%20de%20los%20planes.pdf


38

Cummins, J. (1988). ‘Research and Theory in Bilingual edu-cation: the Basque situation in international perspective’ in II. Euskal Mundu Biltzarra (1988: III, 197-210). Gasteiz: EuskoJaurlaritzarenArgitalpenZerbitzuNagusia.

Etxeberria, F. (1999): Bilinguismo y educación en el País del Euskara.Donostia:Erein.

Fishman,J.(1991).Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages.Clevedon,PhiladelphiaandAdelaide:MultilingualMatters.[Pp.149-186containawholechapterdedicatedtothediscussionoftheoverallsituationofBasqueandFrisian.]

Gabiña, J. J. et al. (1986). EIFE: influence of factors on the learning of Basque. Gasteiz: Eusko Jaurlaritzaren ArgitalpenZerbitzuNagusia.*

Gardner, N. (2000). Basque in Education. Gasteiz Eusko JaurlaritzarenArgitalpenZerbitzuNagusia.*(Canalsobedown- loaded from:http://www.hezkuntza.ejgv.euskadi.net/r33-

2732/es/contenidos/informacion/dih5/eu_2092/adjuntos/Basque%20in%20Education_i.pdf

Gardner, N. and M. Zalbide (2005) ‘Basque acquisition plan-ning’inInternational Journal of the Sociology of Language,174,55-72.

Hezkuntza,UnibertsitateetaIkerketaSaila.(2005).IRALE: Au-rkezpen-txostena/Folleto informativo.Gasteiz:EuskoJaurlarit-zarenArgitalpenZerbitzuNagusia. [Basquelanguagecoursesofferedtopractisingteachers]*

Intxausti, J. (1992).Euskal Herria/The Country of the Basque Language. Gasteiz: Eusko Jaurlaritzaren Argitalpen ZerbitzuNagusia.

http://www.hezkuntza.ejgv.euskadi.net/r33-2732/es/contenidos/informacion/dih5/eu_2092/adjuntos/Basque%20in%20Education_i.pdf


39

ISEI-IVEI(2005)Euskararen B2 maila derrigorrezko irakaskunt-zaren amaieran (DBH-4)/Nivel B2 de euskera al finalizar la enseñanza obligatoria (4º ESO) [Student Basque languageachievementintheBACatendofcompulsoryschooling,meas-uredat theB2 levelon theEuropean framework.Available inpdfformatfromwww.isei-ivei.net.]

Kultura Saila/Departamento de Cultura. (1999). Euskara Bizi-berritzeko Plan Nagusia/Plan General de Promoción del Uso del Euskera.Gasteiz:EuskoJaurlaritzarenArgitalpenZerbitzuNagusia.[BasiclanguagepolicydocumentforBasque.Englishlanguage translation available in electronic format on [email protected]]

- (2004)Euskararen erabilera eta transmisioa: Olabide ikasto-lako ikasle ohien adibidea/Uso y transmisión del euskera de los antiguos alumnos de la ikastola Olabide.Gasteiz:EuskoJaurla-ritzarenArgitalpenZerbitzuNagusia.[Studyoflanguagetrans-missionwithinthefamiliessetupbyschoolleaversschooledinBasque.]

-(2005)Euskararen erabilera eta transmisioa: Santo Tomas Lizeoko ikasle ohien adibidea/Uso y transmisión del euskera de los antiguos alumnos del Liceo Santo Tomas. Gasteiz:EuskoJaurlaritzarenArgitalpenZerbitzuNagusia.[Studyoflan-guagetransmissionwithinthefamiliessetupbyschoolleaversschooledinBasque.]

Nelde,P.,M.Strubell&G.Williams. (1995).Euromosaic: the production and reproduction of the minority language groups of the EU. Luxemburg, Official Publications Office of the European Communities. [Evaluation of the relative strength of BasquecomparedwithotherEuropeanlanguageminorities.]

Sierra, J. & I. Olaziregi. (1989). EIFE 2: influence of factors on the learning of Basque. Gasteiz: Eusko JaurlaritzarenAr-gitalpenZerbitzuNagusia.*

http://www.isei-ivei.net




40

Sierra, J. & I. Olaziregi. (1991). EIFE 3: influence of factors on the learning of Basque. Gasteiz: Eusko JaurlaritzarenAr-gitalpenZerbitzuNagusia.*

Sierra,J.&I.Olaziregi.(1991).HINE.Gasteiz:EuskoJaurlarit-zarenArgitalpenZerbitzuNagusia.[InSpanishorBasque]*

Valencia,J.andJ.Cenoz. (1992). ‘The roleofbilingualism inforeign language acquisition: learning English in the BasqueCountry’ in Journal of Multilingual and Multicultural Develop-ment13,433-49.

Zalbide,M.(1999).‘Normalizaciónlingüísticayescolaridad:uninformedesdelasalademáquinas’inRIEV(RevistaInternac-ionaldelosEstudiosVascos)43,2,1998,355-424.[OverviewofthepositionofBasqueineducationintheBAC.]

Zalbide,M.etal.(1990).Euskal Irakaskuntza: 10 urte/10 años de enseñanza bilingüe. Gasteiz: Eusko JaurlaritzarenArgital-penZerbitzuNagusia.*

*[email protected]



41

Addresses

official bodies DepartmentofEducation,UniversitiesandResearch/Hezkunt-za,UnibertsitateetaIkerketaSaila

(BasqueService/EuskaraZerbitzua) BasqueGovernment/EuskoJaurlaritza E-01010GASTEIZ Spain Tel:+34-945-018341 Fax:+34-945-018336 [email protected] www.euskadi.net(theEducationDepartmentsectoroftheBAC

governmentweb-sitecontainsmuchfurtherrelevantinformationontheeducationsystemintheBACandtheplaceofBasquewithin it, in both Basque and Spanish. Materials relevant toschoollanguageplanscanbefoundatwww.ulibarri.info.)

DepartmentofEducation/HezkuntzaSaila(BasqueService/EuskaraZerbitzua)GovernmentofNavarre/NafarroakoGobernuaS.DomingoaldapaE-31001IRUÑEASpainTel:+34-848-426588Fax:+34-848-426052http://www.navarra.es/home_es/Gobierno+de+Navarra/Organigrama/Los+departamentos/Educacion/

Basque Institute for Research and Evaluation in Education(BAC)Asturias9-3.aE-48015BILBAOSpainTel:+34-94-4760604Fax:[email protected](theweb-sitecontainsBACeducationalstatis-ticsinSpanishandBasque)


http://www.euskadi.net

http://www.ulibarri.info

http://www.navarra.es/home_es/Gobierno+de+Navarra/Organigrama/Los+departamentos/Educacion/




42

HABE(BasqueGovernmentorganisationoverseeingtheteach-ingofBasquetoadults)Gasteiz,3E-20009DONOSTIASpainTel:+34-943-022600Fax:[email protected]

UniversityoftheBasqueCountry/EuskalHerrikoUnibertsitatea(Vice-rectorateforBasque/Euskararakoerrektoreordetza)GobernuEraikinaEHUSarrienaz/gE-48940BILBOSpainTel:+34-94-6012040Fax:[email protected]

DepartmentofCulture/KulturaSaila(Sub-department for Language Policy/ Hizkuntza PolitikarakoSailburuordetza)BasqueGovernment/EuskoJaurlaritzaE-01010GASTEIZSpainTel:+34-945-018114Fax:[email protected](thispartoftheBasqueGovernmentweb-sitecontainsaconsiderableamountofgeneralinformationon the situation of the Basque language, including a batteryof statisticsunder thenameofEAS (http://www1.euskadi.net/euskara_adierazleak/gaiak.apl?hizk=i))


http://www.habe.org


http://www.ehu.es


http://www.euskara.euskadi.net

http://www1.euskadi.net/euskara_adierazleak/gaiak.apl?hizk=i





43

RoyalAcademyoftheBasqueLanguage/EuskaltzaindiaPlazabarria,15E-48005BILBAOSpainTel:+34-94-4158155Fax:[email protected]

pedagogical Ekaia(UniversityoftheBasqueCountryScienceandTechnol-ogyJournal)(ISSN0214-9001)Foraddressseeuniversityabove

HikHasi(ISSN1135-4690)Errekaldehiribidea,59Aguilaeraikina,1E-20018DONOSTIASpainTel:+34-943-371408Fax:[email protected]

Hizpide (Journal for teaching Basque as a second languageandliteracytonativespeakers)

ForaddressseeHABEabove

Ihitza(BulletinofEnvironmentalEducation)CEIDAOndarroa,2E-48004BILBAOSpainTel:[email protected]://www.ingurumena.ejgv.euskadi.net/r49-4155/eu/contenidos/boletin_revista/ihitza/eu_ihitza/indice.html

publications


http://www.euskaltzaindia.net


http://www.hikhasi.com


http://www.ingurumena.ejgv.euskadi.net/r49-4155/eu/contenidos/boletin_revista/ihitza/eu_ihitza/indice.html


44

IkastariaCuadernosdeEducación(ISSN0212-7016)SeeEuskoIkaskuntzabelowhttp://www.eusko-ikaskuntza.org/eu/publicaciones/colecciones/cuadernos/coleccion.php?o=715

publishers EuskalEditoreenElkartea(Basquepublishers’association)Zurriolahiribidea,14-1ezkE-20002DONOSTIASpainTel:+34-943-292349Fax:[email protected]

cultural centres Kontseilua (Coordinating body for private sector Basque lan-guageloyalistorganisations)

MartinUgaldeKulturParkeaE-20140ANDOAINSpainTel.+34-943-591200Fax.+34-943-593051kontseilua@kontseilua.orgwww.kontseilua.org

EHIE(Coordinatingbodyforikastolaschools)TxikiOtaegi2bis-9.bulegoaE-48340ZORNOTZASpainTel:+34-94-6300569Fax:[email protected]

and

associations

http://www.eusko-ikaskuntza.org/eu/publicaciones/colecciones/cuadernos/coleccion.php?o=715



http://www.kontseilua.org


http://www.ikastola.net


45

Eusko Ikaskuntza (Society for Basque Studies: as its namesuggestsithasabroaderremit,butoftenworksoneducationalmatterstoo.)MiramarJauregiaMiraconcha48E-20007DONOSTIASpainTel:+34943310855Fax:[email protected]://www.eusko-ikaskuntza.org

UEU(AssociationpromotinguseofBasqueatuniversitylevel)Otaolahiribidea1MarkeskoajauregiaE-20600EIBARSpainTel:+943821426Fax:[email protected]

UZEI(Centreforterminologicaldevelopment)Aldapeta,20E-20009DONOSTIASpainTel:+34-943-473377Fax:[email protected]


http://www.eusko-ikaskuntza.org


http://www.ueu.org


http://www.uzei.com


46


47

Other websites on minority languages

Mercator www.mercator-central.orgGeneralsiteoftheMercator-project.Itwillleadyoutothethreespecialisedcentres:

Mercator www.mercator-research.euHomepage of the Mercator European Research Centre onMultilingualism and Language Learning.The website containstheseriesofRegionaldossiers,adatabasewithorganisations,abibliography,informationoncurrentactivities,andmanylinkstorelevantwebsites.

Mercator-Media www.aber.ac.uk/~merwww/HomepageofMercator-Media.ItprovidesinformationonmediaandminoritylanguagesintheEU.

Mercator- www.ciemen.org/mercatorHomepage of Mercator-Legislation. It provides information onminoritylanguagesandlegislationintheEU.

European http://ec.europa.eu/education/policies/lang/languages/ langmin/langmin_en.html

On the website of the European Commission information isgivenontheEU’ssupportforregionalorminoritylanguages.

Council of http://conventions.coe.intEuropean Charter for Regional or Minority Languages (1992)andFramework Convention for the Protection of National Minor-ities(1995).EuropeanTreatySeries148and157,Strasbourg.

Eurydice www.eurydice.orgEurydiceistheinformationnetworkoneducationinEurope.Thesitesprovides informationonallEuropeaneducationsystemsandeducationpolicies.

Commission

Legislation

Research Centre

Europe

http://www.mercator-central.org

http://www.mercator-research.eu

http://www.aber.ac.uk/~merwww

http://www.ciemen.org/mercator

http://ec.europa.eu/education/policies/lang/languages/langmin/langmin_en.html

http://conventions.coe.int

http://www.eurydice.org


48

EBLUL www.eblul.orgHomepageoftheEuropeanBureauforLesserUsedLanguages.Thissiteprovidesgeneralinformationonlesserusedlanguagesaswellasonprojects,publications,andevents.

Eurolang www.eurolang.netEurolangprovidescoverageoftheconcernsfeltintheminoritylanguageregionsintheEuropeanUnion.EurolangisEBLUL’snewsservice.

http://www.eblul.org

http://www.eurolang.net


49

What can the Mercator Research Centre offer you?

Mission & goals TheMercatorResearchCentreaddressesthegrowinginterestin multilingualism and the increasing need of language com-munitiestoexchangeexperiencesandtocooperateinaEuro-peancontext.ItisbasedinLjouwert/Leeuwarden,thecapitalofFryslân–abilingualprovinceoftheNetherlands–andhostedat the FryskeAkademy (FrisianAcademy).The Mercator Re-searchCentrefocusesonresearch,policy,andpracticeinthefield of multilingualism and language learning. The centre aims tobeanindependentandrecognisedorganisationforresearch-ers,policymakers,andprofessionals ineducation.Thecentreendeavours to favour linguistic diversity within Europe. Thestarting point lies in the field of regional and minority languages. Yet,immigrantlanguagesandsmallerstatelanguagesarealsoatopicofstudy.Thecentre’smainfocusisthecreation,circula-tion, and application of knowledge in the field of language learn-ingatschool,athome,andthroughculturalparticipation.

Partners During the twenty years of its existence, Mercator Educationhascooperatedwithtwopartners inanetworkstructure:Mer-catorMediahostedat theUniversityofWales inAberystwythandMercatorLegislationhostedat theCiemenFoundation inBarcelona.TheMercatorResearchCentreexpandsitsnetworkin close cooperation with a number of partner organisationsworking in the same field. This cooperation includes partners in Fryslân,aswellaspartnersintheNetherlandsandinEurope.TheprovincialgovernmentofFryslânisthemainfundingbodyof the Mercator Research Centre. Projects and activities arefundedbytheEUaswellasbytheauthoritiesofotherregionsinEuropewithanactivepolicytosupporttheirregionalormi-noritylanguageanditsculture.


50

Research TheMercatorResearchCentredevelopsaresearchprogrammeonthebasisofthedatacollectionsavailable.Researchactivitiesfocuson various aspects of bilingual and trilingual education,such as interaction in multilingual classrooms, language pro-ficiency in different languages, and teachers’ qualifications for the multilingual classroom. Whenever possible, research willbecarriedoutinacomparativeEuropeanperspective.Agoodexample of this approach is the study ‘The Development ofMinimum Standards on Language Education in Regional andMinorityLanguages’(2007).ResearchresultsaredisseminatedthroughpublicationsandconferencesincollaborationwithEu-ropeanpartners.

Conferences The Mercator Research Centre organises conferences andseminarsonaregularbasis. Important themesfor theconfer-encesare:measurement&goodpractice,educationalmodels,developmentofminimumstandards, teacher training,and theapplicationoftheCommonEuropeanFrameworkofReference.ThemaintargetgroupsfortheMercatorResearchCentreareprofessionals,researchers,andpolicymakersfromallmemberstatesoftheCouncilofEuropeandbeyond.

Q&A Through the Question and Answer Service available on ourwebsite(www.mercator-research.eu)wecaninformyouaboutany subject related to education in minority or regional lan-guagesinEurope.


t ca

Available in this series:

r

n

i-

e

:

cum

n

ual

This document was published by the Mercator European Research Centre on Multilingualism and Language Learning (formerly Mercator-Education) with financial support from the Fryske Akademy and (until 2007) the European Commission (DG: Culture and Education) and (from 2007 onwards) the Province of Fryslân and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2005

ISSN: 1570 – 12392nd edition

The cover of this dossier changed with the reprint of 2008.

The contents of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This regional dossier was compiled originally by Dr. Nick Gardner. He updated the dossier in 2005. Unless otherwise stated academic data refer to the 2003-2004 school year and fi-nancial data to 2004. All educational statistics provided by the relevant educational authority, unless otherwise stated.

AcknowledgementsThe author wishes to express his gratitude to all the institutions and persons who have as-sisted in providing information and data both for the original and revised versions of this dos-sier.

From April 2007 onwards Saskia Benedictus-van den Berg has been responsible for the publication of the Mercator Regional dossiers series.

Asturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Irish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Kashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Lithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

European Research Centre onMultilingualism and Language Learning

Basque

The Basque language in education in Spain| 2nd Edition |

| Regional dossiers series |

c/o Fryske Akademy

Doelestrjitte 8

P.O. Box 54

NL-8900 AB Ljouwert/Leeuwarden

The Netherlands

T 0031 (0) 58 - 234 3027

W www.mercator-research.eu

[email protected]

The Basque language in educaTion in spain



basque - mercator research centre · basque country, and three in france (lapurdi/labourd,...

Documents