1 Testuinguru eleanitzak eta kulturartekotasuna hezkuntzan Multilingual contexts & intercultural education Mª Luisa García Gurrutxaga Euskadiko Eskola Kontseilua Lehendakaria

2 Negotiation of Identity: Multilingual identities Golda Meir Ilya Eherenburg (Kiev Jerusalem 1978)(Kiev 1891– Moscow 1967)

3 “In multilingual settings, language choice and attitudes are inseparable from political arrangements, relations of power,language ideologies and interlocutors’ views of their own and others’ identities. Ongoing social, economic, and political changes affect these constellations, modifying options offered to individuals at a given moment history and ideologies that legitimize and value particular identities more than others.” (Aneta Pavlenko & Adrian Blackledge “Negotiation of Identities in Multilingual Contexts”, Multilingual Matters Ltd, 2004) Negotiation of Identity: Multilingual identities

4 Spanish Constitution is approved by referendum in 1978: Castilian is the official Spanish language of the State. All Spaniards have the duty to know it and the right to use it. The other Spanish languages shall also be official in their respective Autonomous Communities in accordance with their Statutes. The wealth of the different language variations in Spain is a cultural heritage which shall be the object of special respect and protection. Basque Autonomy approved by referendum in 1979: According to the Statute of Autonomy of the Basque Country, Basque, or Euskara, is granted co-official language status alongside Spanish. Law governing the Normalisation of the Use of Basque 1982: “All citizens of the BAC have the right to know and use both official languages, Basque and Spanish”. The Basque case

5 SPANISH BASQUE ENGLISH SPANISH BASQUE ENGLISH BASQUE ENGLISH SPANISH A Model D Model B Model Languages of schooling :The Basque case

6 A MODEL D MODEL B MODEL Languages of schooling :The Basque case

7 Haur Hezkuntza 3 urte Ikastereduaren araberako ikasleen banaketa KURTSOA CURSO 2011/122010/11 ABDABD ARABA 172 5,2 % ,2 % ,6 % 1555,0% ,1% ,9 % GIPUZKOA 177 2,4 % 7129,7% ,8 % 1762,4%72410,1% ,5 % BIZKAIA 712 6,4 % ,5 % ,0 % 6886,4% ,0% ,5 % EUSKADI ,9 % ,7 % ,4 % ,8 % ,0 % ,1 % IKASTURTE HASIERA

8 INEBI & BHINEBI B MODEL MULTILINGUAL EXPERIENCE A MODEL English as a subject CONTENT-BASED TEACHING & LEARNING SUBJECT CURRICULARCONTENTLINGUISTIC CONTENT Immersion Programs (100%) Immersion Programs (50%-80%) Different subjects Subjects+ language classes Language classes through topics and other curricular matter Language as a subject D MODEL Foreign language-medium schools FRAMEWORK FOR TRILINGUAL EDUCATION 118 schools

9 PERSPECTIVE ON MULTILINGUALISM IN SCHOOL SETTINGS L1 L2 L3 L4 COMMONCOMPETENCIES Basque/Spanish/Rumanian/ Arabic/Russian... English/French/ German... Basque/Spanish/English... Basque/Spanish/Rumanian/ Arabic/Russian...

10 Multilingual societies and plurilingual individuals are an ordinary situation Every society is multilingual Every language is plural Every school is a space open to languages and cultures All education is plurilingual in some degree Every identity is plural Language Policy Division (Plurilingual & Intercultural Education as a project)

11 Intercultural competence: Combination of knowledge, skills, attitudes and behaviours which allow a speaker, to varying degrees, to recognise, understand, interpret and accept other ways of living and thinking beyond his or her home culture. This competence is the basis of understanding among people, and is not limited to language ability. Part 2 of the Guide for the Development of Language Education Policies in Europe. (Jean Claude Beacoo & Michael Byram, 2007) A challenge: Intercultural Education

12 Intercultural Education: the role of “other languages” All languages present in the school should be valued regardless of teaching status. These languages in the personal repertoire of pupils are of special importance and helping to their development in school through different approaches contributes to reinforce learners’ identities and to ensure equal opportunities for school success. The linguistic diversity that immigrants provide is an asset in a globalised economy which requires among other things a high degree of proficiency in a wide range of languages, particularly those used by potential partners.

13 Implementing plurilingual and intercultural education in school systems requires: Modifiyng school syllabuses. Reviewing the concept of language or languages of schooling. Making all languages present at school visible. Training teachers. Working together with the main organised forces in society and education: parents, students, teachers, universities, enterpreneurs, educational policy makers and the media. CONCLUSION

14 Спасибо (spasiba) شكراً