The Arrue study clearly describes the use of child and youth language, as well as its relationship with several variables. One piece of information stands out: Between the 9's and 13's, the use of Euskera among the classmates in the lower class was much higher. On the other hand, the use of Euskera among the members is closely related to four variables: the language used in organized extracurricular activities, the school linguistic model, domestic use and linguistic use among teachers.

In general, it is observed that as students mature, they use Spanish in their relationships. In general yes, but not always: When the “proportion of Euskaldunes of the people” is high, the trend is not perceived, but in the Euskaldunes of this environment, although the first language and home language is the Basque language.

From these data, it appears that young people identify with the linguistic behaviors that dominate in the nearby environment, that is, they adapt to the rules of use that dominate their networks of close relationships.

This is the situation that describes the data and the data. Now we have to take a step further and analyze what processes are happening inside those people and groups. Why do young people join this social norm? Why do they not face it as they do with other rules? The collective behavior of equals (-pressure) can be the motor, yes. But why does the group make that choice? Can we influence them to make another choice?

On the other hand, why does collective behavior, in most cases, favor Spanish? In some cases, the key may be the linguistic ease of the members of the group or the linguistic habit of the house. But on other occasions, even when young people come together with different levels of accessibility (and family language), the Spanish option is often imposed. Why? The perceptions, beliefs and beliefs they have built on the social value of languages can influence this choice, yes. But how have they built those perceptions and those convictions? Social situations are varied, they are not monocolored. Can we influence the construction of other perceptions and conjectures?

The questions derived from the evidence pose a challenge to us: to seek, act, test, reflect… (to conduct an applied research as a research action). And, among others, the following initiatives are suggested:

In the neighborhood. Seeing the influence of the usual socialization spaces, we must make an organized leisure offer in Basque for all. It will benefit all young people, and especially those who in their usual context have no possibility of practicing Euskera; organized leisure will be a place of training to deepen competition and become accustomed to coexistence in Euskera.

At school. In addition to ensuring that students develop sufficient competence in Basque, we must, on the one hand, nurture a conscious option for use – optimizing perceptions about language, self-perception, trust and security, and, on the other hand, encouraging reflection to nurture the will and enable personal and collective decisions – and on the other hand, develop the skills necessary for a proactive and unusual linguistic behavior. And professors must act as agents and models of use – to offer a reference of proactive behavior: to demonstrate that the convergence rule can be circumvented and the Basque country can be maintained.

At home. We have to promote expectations in favor of the use of Euskera, and in the case of fathers and mothers who know Euskera, we have to be an example of its use in daily living.

We have an interesting workshop before us.