Basque cannot be difficult
Teaching staff VII. We have just celebrated the meeting on the 50th anniversary of the EU. We did this four years ago at the Euskaltzaindia headquarters in Bilbao and with more decision-makers. However, this time we have had more possibilities for joint reflection and the result has been excellent. Basically, we can say that in the 6th and 7th meetings we have put on the table the keys for the Euskaltegis to help bring the Euskera out of the crossing (or roundabout).
VI.ean We talked about the role of Euskaltegis, and we took them a picture. The directors of the Euskaltegis stated that the structuring is not adequate. In addition, we analyze the role that Euskera should have in the world of work and some exemplary initiatives developed within the framework of concrete plans. In addition, we analyzed the importance and characteristics of orality along with the methodology, and it was clear that we should focus on oral to influence its use.
"It's time to turn exams, explore new ways to guarantee knowledge (portfolio...) and reach broader student typologies"
The one this year we have started looking back. We have praised the walkers who in their day raised their heads and made an effort to adapt to us the leading trends of the world. These include Paulo Freire. This contribution has been analysed and it has become clear that there is a clear similarity between this communicative methodology and the current one and that we therefore have a clear opportunity to learn from the past.
We have also continued to raise our heads and have brought to these meetings research and leading tools. To begin with, we have analyzed the work of Basque researchers who have analyzed the brand ‘Euskara’, we have seen with anguish that many believe that Euskera is “difficult”, and we suspect that Euskaltegis is to blame for it. Studies totally condition the links with the Basque country, as well as the way of teaching. We have also collected the contributions of the students and have drawn clear conclusions from the reflection: it is time to turn the exams, to address new ways to guarantee knowledge (portfolio...) and to reach wider typologies of students. We have also addressed other technical issues, and it is clear that we have sufficient knowledge and research capacity to be leading.
From the Department of Glottodidactics of the UEU we intend to continue raising our heads and, among other things, we begin to learn and receive contributions from other “corners” near the Basque Country. For example, we have seen that the didactic materials and academic activities should be analyzed with glasses of different colors, and it is clear that in that we also have to be the pioneering Euskaltegis, in the “pedagogy of the oppressed” of Freire, glued to the current reality.
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