We're talking about the old engine.
Each process of linguistic revitalization has its own characteristics. Action must be taken on a case-by-case basis, taking into account the language situation, the characteristics of citizenship and the cultural characteristics of each people. If they are successful with tools, measures and initiatives, the language will continue. Then, as circumstances change, resources, strategies, goals… will have to adapt. However, there are fundamental tools in all processes: immersion schools, adult schools, cultural creation, media…
If something has been emphasized in our trajectory with the people of Nasa, in the Colombian region of Cauca, it is that adult schools must be one of the most important drivers of the revitalization process. They must create speakers, be users and promoters of cultural creation, contribute to the dissemination of language in all areas and, above all, be creative adhesives.
"As far as adult classes are concerned, at least, we have to acknowledge that we are talking about the old diesel engine. There was a time when he was a pointer, but for today it is obsolete."
The parts of this engine will be instructed and enthusiastic, proper methodology, adequate materials and didactic techniques, resources… But, in addition, all the parts of the engine have to be coordinated to bring the maximum performance to work.
Many times they ask us what we have from there, and as I explained in this little column, the lessons are many and profound. But in addition, they also mirror us in front of us, asking us how this is what we preach. Well, in our case, at least as far as adult schools are concerned, we have to acknowledge that we are talking about the old diesel engine. There was a time when it was late, but for today it is already obsolete.
Until other diagnoses come, if we look at our pieces, it's clear that the faculty is not as motivated as it was before. Over the next 10 years, more than half will retire, but there is no relief. Euskaltegis are not attractive to work and few young people see themselves teaching Euskera to adults. We have a good résumé, but we've done it from the top down, and there hasn't been a specific training plan, so we don't apply it. Nor are materials generated, at least materials adapted to the curriculum. Tests take too much weight in the learning process, and as a result, we generate graduates, not speakers. Yes, it is true that some become speakers, but…
At least this diesel engine needs a transformation that allows us to become the clean and efficient engine that the time requires.
Bidali zure iritzi artikuluak iritzia@argia.eus helbide elektronikora
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