Model D, at least in the educational centers of Navarra, in the name of a false and dreadful coexistence since the beginning of the confusion of the models (Promotion of mixed models: The Programme Agreement 2019-2023, paragraph 3.1, point 32, is becoming the “D-” model, since it is granted to English more hours and before (IAP). We run the risk of not achieving the objectives that were achieved with the “D” model, that is, with the drift of the immersion and dissolution of the Basque Country, with the model D. Let us remember that today, at least in the villages where Castilian predominates, with model D, the difficulties to reach the general capacity of comprehension and use of the Basque Country are enormous. And let's remember the data of sociolinguistics in general: knowledge is on the rise and use is maintained or lowered. In the case of the region of Pamplona, the difficulties to jump into use are evident when there are more and more Euskaldunes. Therefore, what we need is the “D+” model, the model that arises from the question: Do you want your children to express themselves in Basque, or do you have enough understanding?

It should be noted that when I am critical of mixed models, I do not mean the coexistence of models to be implemented as a result of the implementation of model D that has been achieved in different places (Allo, Castejón, Mendigorria recently…). Seen from the glasses of the center of Navarra, where there was no Basque, the achievement of a branch in Basque is a step that must be approved and applauded. However, the transition from a school center that worked in Euskera to a mixed model is a delay, even more so, in those municipalities where the population is sufficient to have educational centers that function entirely in Euskera, as well as in the children's schools in Pamplona.

So what is model D+? A supplement to model D offered by education, created thanks to the Euskaldun consciousness of Basque parents, workers and agents, and that becomes a new, unofficial model. Model D+, without going too far, for the transmission of the Basque Country, improves model D of regulated education and affects some transmission groups beyond education: the domestic environment and leisure.

To influence the domestic environment, schools, parents’ associations and local Basque agents will propose materials for children, games, stories, TV or Internet programs…

In regulated education, the Basque Government has an Euskera plan that aims at the use of Euskera. To this end, the educational personnel, besides working in Euskera and Euskera, in the meetings they hold with the parents, along with the parents, adapt the Euskera plan of the child, analyzing its evolution and offering the necessary resources. The Basque Government will strengthen children who take him from home to stay in Euskera. And it will help children who don't have Euskera at home.

Leisure will become vitally important. The supply of children in Basque should be rich and varied. The importance of identifying Euskera beyond school is enormous. Arrival of the Basque Country to after-school activities, cultural agenda, holiday periods, commercial, sports…

Let us remember that we are at the “crossroads” that Kike Amonarriz has taught us in his book. And our managers today, surprisingly, with the help of some “vascophiles”, show us the path of the Irish Gaelic: the one that spreads with knowledge but does not achieve normalization; the one that stays in the folklore; the one that goes off until it gets breathless. We, in the Region of Pamplona, also have our own crossing of roads, that of jumping to use or not getting the minimum bases for the use of the Basque Country. If we open our eyes, there is reason to be optimistic. We are more and more, there are more and more children who have Euskera at home, there are cultural, commercial, leisure and friendship circuits… The key is to raise awareness, empower, acquire Euskaldun consciousness and obtain the necessary force for action. “D-“ or “D+”, I prefer positive.