Poem TXORIA TXORI Hegoak ebaki banizkion nerea izango zen, ez zuen aldegingo. Baina honela ez zen...
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Transcript of Poem TXORIA TXORI Hegoak ebaki banizkion nerea izango zen, ez zuen aldegingo. Baina honela ez zen...
Poem TXORIA TXORI
Hegoak ebaki banizkionnerea izango zen,
ez zuen aldegingo.Baina honela ez zen gehiago txoria izango
eta nik...txoria nuen maite.
THE BIRD WHO WAS A BIRDIf I had cut his wings
He would have been mine He would not have flown away
But then, he would have been a bird no longerAnd it was the bird what I loved
Mikel Laboa
Immigrant families’ involvement in their children education in
The Autonomous Community of the Basque Country
Nahia IntxaustiGoldsmiths University of London 2009
1. First questions to be answered
Where is the Basque Country? What is the Basque Country? What is the sociolinguistic context of the
Basque Country? What is the Basque education system like?
What is the Basque Country?
Autonomous Community of the Basque Country
Autonomous Community of Navarra
Northern Basque Country
2.882.766 inhabitants Spanish and Basque are the two official languages of the
Autonomous Community of the Basque CountryOne area of the Autonomous Community of
Navarra Mayor legal restriction of the Basque language in
The Northern Basque Country (France) Most part of Autonomous Community of Navarra
Bilingual speakers 24,7 % Positive attitude towards Basque Basque is important in social identity construction
Sociolinguistic context of the Basque Country
Bilingual education: developed during the 60’s
Basque: official language in education
- 1982. Basque normalization law
- 1983. Decree of bilingualism
A, B and D teaching models
Education System in the Autonomous Community of the Basque Country
Teaching models
Model A: In Spanish. Basque as a subject
Model B: Spanish and Basque
Model D: In Basque. Spanish as a subject
Not every model is offered in each school
Bilingual models increasing
Education System in the Autonomous Community of the Basque Country
2. Immigration Foreign immigration
5,4 % in Basque Country (2008)11,3 % in Spain (2008)
Nationalities (2008): Half of them Latin AmericanRumanian (10,9%), Colombian (10,4%), Bolivian (10,1%), Moroccan (8,8%), Portuguese (7,5%), Ecuadorian (6,4%).
Educational context: 5,6 % Teaching model choices (07-08)
Students Immigrants families´ children
Model A: 20,24 %
Model B: 23,16 %
Model D: 55,98 %
Model A: 41,26 %
Model B: 29,14 %
Model D: 29,58 %
State schools: 53,38 % 74,36 %
Why choices are not going in the same direction?
Study Sample: 302 immigrant families
Whose children have enrolled Primary Schools in the Autonomous Community of the Basque Country
From different countries of origin
Statistical criteria: Type of school Teaching model Rural/ urban area
Cuestionaire based on: Cualitative research (22 interviews with families)
Some questions…
1. How do they make their educational choices?
2. Do they keep their language of origin?
What strategies are mainly used by them?
3. What expectations do they have towards child’s level of language of origin?
1. Educational choices Reasons for school choice within families
51 % Proximity
39,1 % Somebody’s advice
35,1 % Educational Government allocation
28,8 % Language of school
28,5 % Family or compatriots attendance
7,9 % Type of school (state/private)
3,6 % Religious identity of the school
1. Educational choices Reasons for school choice within families
“Practical” reasons are important: i.e.proximity, advice
Importance of Schooling Committee
Language of the school is important (for families enrolled in model A/B)
The Social network influence
1. Educational choices Reasons for teaching model choice within
families63,2 % School offers only one model
35,8 % Learn Basque language
27,5 % Avoid problems with Basque language
19,5 % Attain Basque identity
14,9 % Have Schools chosen for them
11,3 % Advice
1. Educational choices Reasons for teaching model choice within
familiesMany of the families did not make a choiceLearn Basque language
No relation with originFamilies from model A/B
Avoid problems with Basque language 63 % families of Model A Families with Spanish as their mother tongue
Advices are less common
2. Language of origin
Its use 94,4 % speak their language of origin at
home 52,6 % speak their language of origin at
home and in the streets (%95,5 of them have Spanish as their mother tongue)
5,6 % stop using their language of origin
2. Language of origin
Its use Minority language as a mother tongue -C.O
61,3% continue using it at home 38,7% stop using it
Majority language as a mother tongue -C.O 98,15% continue using it at home 1,85% stop using it
TV use47 % continue watching chanels from their original country (more common in families where Spanish is not the mother tongue)
Music listening81,5 % continue to listen to music from their original country
Religious practices 58,3 % continue religious practices in their mother tongue (arabian speakers, rumanian speakers, spanish speakers..)
2. Language of origin
Literacy practices in their language of origin at homeReading
34,8 % of families read with their children
9,6 % of families whose language is a minority language in their original country
Writing 33,1 % do writing activities with their children
9,67 % of families whose language is a minority language in their country
2. Language of origin
Classes in their language of origin
Are offered only outside the school
7,65 % of children attend language classes
Only arabian classes are attended
2. Language of origin
Expectations for their children´s future knowledge of language of origin
36,1 % very high level33,4 % high level17,5 % medium level7,3 % low level5,6 % very low level
Families whose mother tongue is Spanish are more positive
Families whose mother tongue is a minority language are less positive
3. Expectations
In your opinion, could be any finding related to “language and power”?
Natives’ point of view
- If you were basque native, which model would you recommend them? (model A, B, D)
- Would be easier for natives to advise immigrants families if Basque language were normalized in Basque Country?
3. Some new questions...
3. Some new questions...
- Do sociolinguistic and educational problems in the Basque Country come along with immigrants?
- Their arrival remind us how much is still to be done regarding the Basque normalization and pedagogical strategies
In your opinion, could be any finding related to “language and power”?
Immigrants families’ point of view
- Why no-spanish families do not complain of learning in basque?
3. Some new questions...
Immigrants families’ point of view
- Why families from Latin American are more afraid of learning in basque?
- Why families from minority languages do not keep their original language as much as the others?
3. Some new questions...
4. Programmes and resources
Department of Education
- Student programme: Basque immigration plan
- Multilingual guide: Basque Education System
- Schooling Commitees: avoid guetization
- Translation service
- An standarised form to register newcomer
- Training programmes
Department of Education- Advice on incorporation, treatment and monitoring
- Funding: language support classes in Spanish and Basque.
- Teachers claim more resources.
- Newcomers’ mother language: Portuguese programme
4. Programmes and resources
Other associations
- Meetings among different language
communities: information exchange
- Meetings to exchange activities to teach
newcomers Basque
- Informative leaflet published in some villages
4. Programmes and resources
Are challenges new?
- Tendency of cultural homogeneization
- Sociolinguistic problems of the Basque Country
5. New challenges?
Tendency of cultural homogeneization
Were our classrooms culturally diverse before?
Did not we have gypsies, catalans, galicians...
in our classrooms?
Did we take into account this cultural diversity?
5. New challenges?
Sociolinguistic situation
Which advise will be the best one?
Will be easier for us to advise if our language
were normalized in Basque Country?
Their arrival remind us how much is still to be done regarding the Basque normalization
5. New challenges?
We should not demand from them Basque
skills as we do not demand it from ourselves or
in our closest social context.
We should offer them what society at large has
on offer to anyone of us in order for them to
stop feeling like immigrants.
Conclusion