There's nothing better than model D
In the interview conducted by the vice-counselor of Linguistic Policy, Miren Dobaran, I was struck by a couple of things. The first is the simplicity with which we consider those which are not real to be certain. "In the academic and formal sphere, the Basque Country is guaranteed," says the vice-advisor. Well, no. Vocational training in Álava and Bizkaia is not guaranteed. The government does not guarantee this. One point: In the 2010-11 academic year, seven medium degree courses in Basque in Álava could be studied. This year, six. Ten years ago, 35% of high school students studied in model D in Álava, compared to 53.83% this year (79.23% in public school). The government has certified Euskera in the Alavese institutes, but has not made any effort in vocational training either.
Another remarkable statement seems to me to be even more dangerous: "[to learn Basque sufficiently] does not serve a model D. Insufficient. That is why he proposed the realization of linguistic projects by schools, taking into account the socio-linguistic environment and the characteristics of the students".
By tranche:
"To educate bilingual citizens, experience tells us that the public school is the strongest wager and that teaching in Basque is an essential tool"
"Model D is not valid." Of course, model D isn't enough: there's not enough model. But no other model gives, gives, or gives, better results than model D. The 3L model has been a resounding failure (evidenced by the data from the diagnostic evaluation).
"Insufficient." All right, school isn't enough. And according to the following answers proposed by Dobaran: since the school is not enough, the Basque country has to go out of school, to leisure, in an organized, systematic way and with adequate means.
"Develop linguistic projects by schools, taking into account the socio-linguistic environment and the characteristics of the students". Look! Socio-linguistic area? Is there a youth in the CAPV who, at the end of the compulsory school period, does not know Spanish sufficiently? No, right? So? In the centers, no more Basque can be offered than in model D. In the centres of Euskera, what harm does it produce? Or the 16-year-olds of Oiartzun don't know enough Spanish and need more hours of study?
To educate bilingual citizens, experience tells us that the public school is the strongest wager, and that teaching in Basque is an essential tool that, according to the socio-linguistic area, should be complemented more or less with the extracurricular effort.
We need, yes, to radically improve the teaching methodology and target the use of Euskera, both oral and written. But do not touch the model exclusively in Basque, as 3L has taught us what it means: to know less Basque.
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