Model D, at least in the educational centers of Navarra, in the name of a false and stupid coexistence, from the beginning of the mix of models (Promotion of mixed models: The Programme Agreement 2019-2023, paragraph 3.1, point 32), and from time to time (IAP) to English, is becoming the “D-” model. With the “D-” model, that is, with the hindrance of the immersion and dissolution of the Basque Country, we run the risk of not achieving the objectives that were achieved with the model D. It should be remembered that, today, at least in the countries in which Castilian predominates, with model D, the difficulties to acquire a global capacity of understanding and use of the Basque Country are important. And let us remember the general data of sociolinguistics: knowledge grows considerably and use is maintained or decreased. In the case of the Region of Pamplona, the difficulties to make the leap into use are evident when there is more and more Euskaldunes. What we need, therefore, is the “D+” model, which arises from the question: Do you want your children to become Basque or do you have enough understanding?

It should be noted that, when I am critical of mixed models, I am not referring to the coexistence of models that will be implemented as a result of the implementation of model D that has been obtained in different places (Allo, Castejón, Mendigorria recently,…). Seen from the glasses of the center of Navarra, where there was no Euskara, the achievement of a branch in Euskera is a step forward that must be acknowledged and applauded. The transition from a center that worked in Euskera to a mixed model is, however, a delay, even more so, in those municipalities that have enough population to have schools to function only in Euskera, as in the children's schools in Pamplona.

So what is the “D+” model? A supplement to model D offered by education, thanks to the Euskaldun consciousness of parents, workers and vasophile agents, which becomes a new unofficial model. Model D+, said without going into too much detail, for the transmission of the Basque Country, improves the model D of regulated education and affects a series of transmissions beyond education: the domestic environment and the ocio.Para influence the domestic sphere, the school, the associations of parents and local Basque agents will propose materials, games, stories,
television or Internet sessions for children.

In the regulated education he has an Euskera plan that aims at the use of Euskera. To this end, the educational personnel, besides working in Basque and Basque, in their meetings with the parents, along with the parents, adapt the Basque plan of the child, analyzing its evolution and offering the necessary resources. It will strengthen the children who bring the Basque from home to keep the Basque. And it will help kids who don't have Euskera at home.

Leisure will be of great importance. The supply of children in Euskera should be varied and varied. The identification of the Basque country beyond the school is of great importance. That the Basque country reaches out to extracurricular activities, cultural agenda, holidays, trade, sport...

Let us remember that we are at the “crossroads” that Kike Amonarriz has shown us in his book. And that our managers today, surprisingly, show us, with the help of some “Euskaltzales”, the path of the Irish Gaelic: the one who is expanding in knowledge but does not achieve normalization; what will remain in folklore; what is going to turn out to be breathless. We, in the Region of Pamplona, also have our own crossroads, that of making the leap to the use or not achieving the minimum bases for the use of the Basque Country. If we open our eyes, there are reasons to be optimistic. We are more and more, there are more and more children who have Euskera at home, there are cultural, commercial, leisure circuits, friendships... The key is to become aware of the problem, to seize, to become aware of Euskaldun and to obtain the necessary force for action. “D-“ or “D+”, I prefer positive.