Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
multilingualism in Basque
education
Jasone Cenoz
Outline
1. Basque, Spanish and English in the
Basque Country
2. Learning Basque and learning through
Basque
3. English as an additional language
4. "Continua of multilingual education
5. Challenges and future perspectives
1.
Basque, Spanish and English
in the Basque Country
Size
Basque C.
BAC
20.664 km2
7.234 km2
Population
Basque C.
BAC
3.000.000
2.155.546
Euskara
Sociolinguistic surveys
-1991, 1996, 2001, 2006
-To confirm census data and to get
additional information
Methodology
Sample: 7200 telephone interviews (16 or
older)
1. Language proficiency
2. Transmission of the language
3. Use of Basque
4. Attitudes
Proficiency in Basque
Proficiency in Basque
Use of Basque
Methodology
Year
1993
1997
Sample
275,335
Towns
112
160
173
62
+5,000
+ otros
+5,000
+otros
+5,000
+otros
+1000
Variables
age
group size
gender
children
2001
2006
Street measurement
1989
1993
1997
2001
2006
3.9
8.1
3.9
9.1
3.8
9.7
3.3
11.0
4.7
10.4
Gipuzkoa 23.3
25.5
29.2
29.9
32.7
Nafarroa 6.5
Garaia
Iparraldea
6.7
6.8
6.7
6.6
6.5
6.3
5.8
4.6
Euskal
Herria
12.0
13.0
13.5
14.2
Araba
Bizkaia
10.8
Linguistic landscape
Languages on signs
Bas &
E
2%
B,S & E
10%
Sp & E
6%
S pan.
36%
Bas&S
p
22%
Other
Eng lish
8%
4%
Basque
12%
2.
Learning Basque and learning
through Basque
40
A Spanish
BB&S
D Basque
30
20
10
0
9,8
51,5
50
40
26,2
30
20
10
0
21,5
A Spanish
BB&S
Basque
250.000
200.000
A
150.000
X
100.000
50.000
06 07
04 05
02 03
00-01
98-99
96-97
94-95
92-93
90-91
88-89
86-87
84-85
82-83
37
20
Humanities
Technical
Health
Science
Evaluation of bilingual
education
Basque: D>B >A
Spanish: No significant differences
English: D>B >A
Other subjects: No significant differences
PISA evaluation
510
500
490
500
501
498
495
492
488
487
480
480
470
461
460
450
440
Science
Math
Reading
OECD
BAC
Spain
3.
English as an additional
language
English at school
1991: Some schools L3 from age 4
(kindergarten)
Research on multilingualism in
education
The effect of bilingualism on L3
acquisition
Cross-linguistic influence
English as L3
80
68,6 70,6
70
60
50
40
29,4
30
20
31,1
33,5
24,6
12,6
13,6
15,4 15,8
10
0
Listening Reading Speaking Writing Grammar
A model
D model
Achievement: Sample
AGE OF AGE OF YEARS HOURS
ONSET TESTING
PRIMARY E
11.09
700
PRIMARY L
11.04
650
SECONDARY E
15.41
800
SECONDARY L
11
15.17
690
60
54
48
50
40
30
28
30
Primary E
17
20
20
12
10
0
Primary L
18
4
Listening
Speaking
Writing
Reading
Cloze
80
73 74
60
40
31 32
Secondary E
Secondary L
30 30
21
21
20
0
19 20
21 21
13 12
Reading
Cloze
Oxford 1 Oxford 2
Summary of results
Primary: Learners who started at 4
obtained lower scores than learners who
started at 8
Cross-linguistic influence
Transfer lapses are non-intentional switches
which are not preceded by a pause or
false start and can be regarded as
automatic
Interactional strategies are intentional
switches into languages other than the
target language and their presence will
depend on language mode
80
67,9
70
60
50
40
4th Primary
6th Primary
26,8
30
14,8
20
2,5
10
0
Basque
Spanish
B/S
5,3
80,5
83,9
80
70
60
50
4th Primary
6th Primary
40
30
14,2
20
5,2
10
5,5
0
Basque
Spanish
B/S
10,5
Implications
Need to develop curricula to benefit from
language interaction
4.
The Continua of Multilingual
Education
L ING U IS T IC D IS TANC E
<------------------->
S C HOOL
MA C R O
<------------->
S P E AK E R S
S T AT US
ME D IA
L A ND S C AP E
S UB J E C T
<---------------->
L A NG UAG E
OF
INS T R UC T IO N
<---------------->
T E AC H E R
<---------------->
S C HOOL
C O NT E X T
<---------------->
S OC IOL IN G U IS T IC
C ON TE X T
C ontinua of Multiling ual E ducation
MIC R O
< -------------->
P AR E NT S
S IB L ING S
PEERS
NE IG H B O UR S
Definition of multilingual
education
Multilingual education refers to schools
that teach more than two languages and
aim at multilingualism and multiliteracy
Typologies of multilingual
education
More diversity: languages involved,
program designs and sociolinguistic
variables.
Ytsma (2001) already has 46 types just
by looking at three variables
LINGUISTIC DISTANCE
<------------------->
SCHOOL
MACRO
<------------->
SPEAKERS
STATUS
MEDIA
LANDSCAPE
SUBJECT
<---------------->
LANGUAGE OF
INSTRUCTION
<---------------->
TEACHER
<---------------->
SCHOOL
CONTEXT
<---------------->
SOCIOLINGUISTIC
CONTEXT
Continua of Multilingual Education
MICRO
<-------------->
PARENTS
SIBLINGS
PEERS
NEIGHBOURS
Continua of multilingual
education:
Sociolinguistic
MICRO
Less multilingual
More multilingual
Parents
Siblings
Peers
Neighbours
Continua of multilingual
education:
Sociolinguistic
MACRO
Less multilingual
More multilingual
Speakers
Status
Media
Landscape
Continua of multilingual
education:
Educational
SUBJECT
Less multilingual
More multilingual
LANGUAGE OF INSTRUCTION
Less multilingual
More multilingual
Continua of multilingual
education
Educational
TEACHER
Less multilingual
More multilingual
SCHOOL CONTEXT
Less multilingual
More multilingual
Continua of multilingual
education:
Linguistic distance
Less distant
More distant
LINGUISTIC DISTANCE
<------------------->
SCHOOL
MACRO
<------------->
SPEAKERS
STATUS
MEDIA
LANDSCAPE
SUBJECT
<---------------->
LANGUAGE OF
INSTRUCTION
<---------------->
TEACHER
<---------------->
SCHOOL
CONTEXT
<---------------->
SOCIOLINGUISTIC
CONTEXT
Continua of Multilingual Education
MICRO
<-------------->
PARENTS
SIBLINGS
PEERS
NEIGHBOURS
Continua of multilingual
education
The complexity and dynamics of
education by looking at the interaction
of linguistic, sociolinguistic and
educational variables
Tool to describe and compare different
types of multilingual education
5.
Challenges and future
perspectives
New challenges
The use of Basque
The need to improve proficiency in
English
Inmigrant students (6.3%)
Future research
Multilingual competence
This type of competence is more than
the sum of the parts, and constitutes a
qualitatively different whole
(Canagarajah,2007)
Diolch yn fawr!
Eskerrik asko!
Thank you!
Gracias!