Among many falls, there are also achievements. A young mother of about 35 years old asked me the other day how they could get in their school that the classmates who had not received Euskera at home learn and speak as well as the boys and girls who were Euskaldunes at home. In the school there were many children from non-Basque houses, they were not grouped according to the mother language, the school was located in a village and a castellanized environment, many extracurricular activities worked in the town in Spanish… The question gave me what to think, and we talked about the keys to that success at the time. If it was the number of students in the classroom, the system of grouping, the commitment of the parents, the militancy of the teachers, the pedagogy used, the strength of that community... I would have a little of everything, but it is true that I managed to euskaldunize these children and young people.

Today it is difficult for a school in an environment not very Euskaldun Euskaldunice Euskaldunice to teach children, and it is not easy to discover the keys to the lack of success. It will be a little bit of everything, but the truth is that it does not succeed. In recent years I have seen various initiatives, both public and voluntary, to help improve the competition in Basque children. Most, or all, are aimed at children and young people from newly arrived families and all are offered outside school hours. With respect and admiration for these initiatives (I also know the militants who teach in their private homes to the children who have come to town during the summer), I do not know if it is better to ask for an hour or something to the children who spend five or six hours in school.

In relation to these reinforcements, I found an experience that has been made in Catalonia interesting. This is a pilot program that has been implemented throughout the course in eight public centers in the city of Barcelona. At the end of June, I read in the press the article evaluating the initiative. All of them are secondary schools and the program is aimed at newly arrived adolescents to acquire the minimum knowledge of Catalan before their incorporation into school. It has been a six-month programme, from September to February, in which Catalan has been taught intensively, but not syntax and grammar, but has worked mainly comprehension, oral and written and oral expression. In addition, they have analyzed the knowledge of Catalan culture and customs and, in addition to tutors specialized in the teaching of language, they have had assistants specialists in grief and in difficult situations in migratory processes. This initiative, called “Aules d’acollida accelerada” (Rapid Reception Classrooms), has been well appreciated by students and tutors in general, and the Department of Education has expressed its intention to extend the experience to all educational centers in the course that it begins. There are also opposing opinions: there are sociologists who claim that the host classroom impairs integration, and that they prefer to give intensive reinforcement in the regular classroom.

In our case, it is hard for students from 11-12 years of age to suddenly enter a model school in Euskera, so that they can continue their studies normally and become part of the group. And that impossibility is often resolved by sending the newcomer to a model A school, blaming the right to study in Basque and losing the possibility of euskaldunizarlo.Habrexperiencing different
approaches to search for new keys.