We have had to endure another attack on our language by the Department of Education of the Government of Navarre; we have been forced to make an anti-Basque change in the PAI program. In recent years, by law, new Model D schools have had to introduce the PAI program and have had to spend at least six hours a week in English. But now, as a result of the rule change, this minimum has been raised to seven hours. In addition, it has been determined that with this one-hour increase, two sessions will be given in the area of science. What is to be achieved with this change? They impose an extra hour of English on us, but without pedagogical or linguistic justification.

We could think that spending more hours in English would improve the level of our children in this language. But we want to remember that the D model is an immersion model, and it is very important for students to develop the appropriate Basque language skills so that they can later be transferred to other languages and assimilate the contents successfully.

According to the MYP Provincial Decree, students should complete the 6th grade of Primary Education with the A2 grade in English. But this level is not enough to deepen the scientific field. This would damage both the science and the Basque language.

It is clear that we need an explanation from the Government of Navarre to know what the reasons for taking this measure have been, and that is why we ask the Department of Education for transparency. The families of the D-PAI model will not allow us to play in any way with the education of our children.

We are convinced that this decision of the Government of Navarre is another step within the anti-Basque plan, as Yolanda Barcina herself pointed out when she recognized her desire to reduce the teaching of Basque and the Basque language with the expansion of the PAI.

Families of affected schools, we request the removal of Provincial Order 57/2024 for several reasons:

• We have enrolled our children in the D model to learn Basque, and with this change the sessions in this language are reduced.
• In schools that work by project, (C.P. White Clay I.P., C.P.Puente la Reina-Gares I.P.) If the teaching time in English is increased, we will take methodological steps backwards and students will be forced to follow a timetable that is divided by subjects.
• We do not see the potential political interest in providing science in English and having to learn the geography and history of our land in a foreign language.
• Students with Special Educational Needs are hindered in their learning and the probability of differentiating themselves from the dynamics of the classroom is increased, thus receiving greater segregation.
• This measure also leads to a worsening of coordination between teachers, as well as a greater overload if no more hours of coordination are provided.
• The MYP increases the gap between students who lack resources and those who have access to English academies, private schools, or any outside help. The PAI is segregating by definition. Let's not forget that famous documentary called "La chapuza del bilingüismo", which referred to the disaster that this Madrid model brought to learn English.

We reiterate that these schools are imposing themselves on the MYP program and that families have never been allowed to choose whether or not they want to be in the MYP program. No prior consultation has been carried out with the claustrous or the families and their opinion has subsequently been ignored, despite the fact that an overwhelming majority opposes it.

Several signatories*:

By Nerea Goñi Martinez, Carme Verdejo Rey, Estibaliz Aguirre Berzal, Garazi Erdozain Urtasun and Amaya González Ayestarán.

On behalf of the families of the following D-PAI model schools: CP Lokintxuri IP, Joakin Lizarraga IP de Sarriguren, CP Puente la Reina-Gares IP, CP San Miguel de Noain IP, CP Principe de Viana de Olite-Erriberri IP.