ABSTRACT

This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.

摘要

在少数语言教学是课程的一部分的情况下，本文重点讨论了巴斯克中学教育中与身份相关的语言意识形态。更准确地说，它解决了教师和移民学生对巴斯克语的观点，巴斯克语是巴斯克地区的一种少数民族语言。目的是在各自的论述中以及在相互作用中分析这些观点。方法包括文献分析，参与者观察，个人访谈和焦点小组。结果表明，在紧张状态中存在着根深蒂固的意识形态索引：作为巴斯克支持者的教师和作为巴斯克贬低者的学生所采用的意识形态，在涉及学习巴斯克的课堂互动中会发生冲突。