ABSTRACT This paper sets out to show how a trilingual teaching sequence delivered primarily in minority L2 Basque can foster not just development of oral presentation skills in Basque, but also in L1 Spanish and L3 English. We set out to show that such a trilingual teaching intervention, based on the principles of integrated teaching of languages and translanguaging, can effectively promote multilingual skills in the Basque educational context. The teaching sequence involved alternation between the three languages, but Basque – the minority language in this case – was the language given preference. Oral presentations produced by the 16-year-old trilingual students before and after the teaching intervention were evaluated for key elements. Our results generally showed development in students’ oral presentation skills on our key criteria, not only in Basque, but also in Spanish and English. We conclude that carefully planned language alternation and an integration of languages within a genre-focused teaching sequence can offer an effective teaching approach for Basque immersion education, promoting multilingual development including the minority language.

中文翻译：

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巴斯克语，西班牙语和英语口语表达能力的三语教学顺序

摘要本文着手说明主要在少数二语巴斯克语中提供的三语教学顺序如何不仅可以促进巴斯克语的口头表达能力的发展，而且可以促进西班牙语母语和英语三级的口头表达能力的发展。我们着手表明，这种基于三语种教学的干预措施，基于对语言和跨语言的综合教学的原则，可以有效地促进巴斯克语文教学中的多语种技能。教学顺序涉及三种语言之间的交替，但是巴斯克语（在这种情况下为少数民族语言）是优先使用的语言。对16岁的三语学生在教学干预前后所做的口头报告进行了评估，以评估其主要内容。我们的结果总体上显示了根据我们的关键标准，学生的口头表达能力的发展，不仅是巴斯克语，而且还有西班牙语和英语。我们得出的结论是，精心规划的语言交替以及在以体裁为重点的教学序列中整合语言可以为巴斯克浸入式教育提供有效的教学方法，促进包括少数民族语言在内的多语言发展。