RT info:eu-repo/semantics/masterThesis
T1 Teaching and learning via a minority language: A case study in the Spanish education system
A1 Pute, Mlondolozi
A2 Universidad de Valladolid. Facultad de Educación y Trabajo Social
K1 Minority Language
AB For centuries, the Spanish education system has been almost entirely monolingual (Pradilla,2001). It was only in 1978 that the Spanish government granted regional languages the ‘coofficial’status alongside Spanish as the only official language (Cenoz, 2009; Gardner, 2000,2005; Lasagabaster, 2001; Parsons, 2015). This meant that these regional languages could bepart of the education system not only as subjects but also as languages of instruction togetherwith Spanish in their respective regions. Unlike in many countries like South Africa whereplans to introduce formally marginalized languages as languages of tuition are yet to beimplemented, the Spanish government has managed to turn its plans into reality. Today in theSpanish education system, ‘co-official’ languages are used at varying degrees. In someschools these languages are even used as the only languages of teaching and learning.The need to provide access to education also in regional languages has been fought for andsupported by many in Spain despite the fact that many Spaniards, if not all, are fluent inSpanish (i.e. they can easily/successfully access education in Spanish). This then raises thequestion almost four decades later: why is it important for learners in the different regions toaccess their education at least partially in the language spoken in that specific region – theirhome language - when learning through Spanish is not a problem?Research has proven that multi/bilingual education has better outcomes in bilingual studentsthan monolingual education. Research also favours mother-tongue education overmulti/bilingual education. It is important to understand the advantages/benefits (or lackthereof) of accessing information in Basque for Basque home language learners. This doesnot only help make the Spanish education system better but also inform policy makers incountries like South Africa about the importance of implementing bilingual policies.The current study investigates the progress that Basque, one of the formally marginalizedregional languages, has had in the Spanish education system since its (re)introduction. Itlooks at the development of Basque as a medium of instruction; how and when it is used andits overall impact on Basque home language learners.
YR 2018
FD 2018
LK http://uvadoc.uva.es/handle/10324/29524
UL http://uvadoc.uva.es/handle/10324/29524
LA eng
NO Departamento de Filología Inglesa
DS UVaDOC
RD 18-abr-2024