Promoting the Minority Language Through Integrated Plurilingual Language Planning: The Case of the Ikastolas

In this paper we will present the main principles behind language planning in the Ikastolas (Basque medium Schools), where a plurilingual school model has been developed as a way of promoting minority languages in a globalised world. We will start by contextualising the Ikastolas' language poli...

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Bibliographic Details
Published in:Language, culture, and curriculum culture, and curriculum, 2008-01, Vol.21 (1), p.85-101
Main Authors: Elorza, Itziar, Muñoa, Inmaculada
Format: Article
Language:English
Subjects:
Basque
Classroom Techniques
Communicative Competence (Languages)
curriculum
Foreign Countries
Indo European Languages
Language Minorities
Language of Instruction
Language Planning
Language Teachers
Multilingualism
plurilingualism
Second Language Instruction
Spain (Basque Provinces)
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Summary:In this paper we will present the main principles behind language planning in the Ikastolas (Basque medium Schools), where a plurilingual school model has been developed as a way of promoting minority languages in a globalised world. We will start by contextualising the Ikastolas' language policy, briefly tracing their history from their beginnings as schools which ensured the right to education in the minority mother tongue (forbidden at that time), to the current Integrated Plurilingual School model, which involves the teaching and use of four languages. This model started as an Integrated Language Curriculum for language teaching, and it is now facing the challenge of creating a global framework - the School Language Project - which considers the various domains of language use within the school context (i.e. classroom management, break times, administration, school-family relations, etc) as active factors in the development of the communicative competence of the students, and therefore subject to a comprehensive school language planning policy.
ISSN:0790-8318
1747-7573
DOI:10.2167/lcc345.0