Hari-katu: el euskera como lengua, emoción y comunidad en hogares del sistema de protección a la infancia y a la adolescencia.
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| Title: | Hari-katu: el euskera como lengua, emoción y comunidad en hogares del sistema de protección a la infancia y a la adolescencia. |
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| Alternate Title: | Hari-katu: basque as language, emotion, and community in residential care homes for children and adolescents in the protection system. Hari-katu: o basco como língua, emoção e comunidade num lar de apoio a crianças e adolescentes no sistema de protecção. |
| Authors: | GUIRADO, Odei1 odei.guirado@ehu.eus, MIGUELENA, Joana1, DOSIL-SANTAMARÍA, María1, RODRÍGUEZ, Aintzane1 |
| Source: | Pedagogía Social. ene-jun2026, Issue 48, p97-112. 16p. |
| Subject Terms: | *School children, *Multilingualism, *Teenagers, *Emotions, *Language & languages, Basque language, Residential care, Neighborhoods |
| Geographic Terms: | Guipúzcoa (Spain) |
| Abstract (English): | This article presents the results of the Hari-Katu programme, developed in eleven residential care homes in Gipuzkoa with 66 children and adolescents aged between 8 and 15, eleven social educators and two pedagogues. The initiative has promoted the relational use of Basque in non-formal contexts through Emotional and Conscious Translanguaging (ECT), which builds on the linguistic repertoires of each participant and integrates organised leisure and playful activities. The main objective has been to analyse the impact of the programme on motivation and attachment to Basque, as well as its pedagogical and linguistic implications for the educational team. A mixed-methods design has been employed, with the simultaneous collection of qualitative and quantitative data through Likert-scale questionnaires, evaluation journals, focus groups, interviews and field notes. The findings highlight a positive effect on motivation, linguistic attachment and the spontaneous use of Basque, as well as on the involvement of the educational team in its promotion. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo presenta los resultados del programa Hari-Katu, desarrollado en once hogares de acogimiento residencial de Gipuzkoa con 66 niñas, niños y adolescentes de entre 8 y 15 años, once educadores y educadoras y dos pedagogos. La iniciativa ha impulsado el uso relacional del euskera en contextos no formales mediante el Translanguaging Emocional y Consciente (TEC), que parte de los repertorios lingüísticos de cada participante e integra ocio organizado y actividades lúdicas. El objetivo principal ha sido analizar el impacto del programa en la motivación y el apego hacia el euskera, así como sus implicaciones pedagógicas y lingüísticas para el equipo educativo. Se ha empleado un diseño mixto con recogida simultánea de datos cualitativos y cuantitativos a través de cuestionarios Likert, cuadernos de valoración, grupos focales, entrevistas y notas de campo. Los resultados evidencian un efecto positivo en la motivación, el apego lingüístico y el uso espontáneo del euskera, así como en la implicación del equipo educativo en su promoción. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo apresenta os resultados do programa Hari-Katu, desenvolvido em onze lares de acolhimento residencial em Gipuzkoa com 66 crianças e adolescentes entre 8 e 15 anos, onze educadores e educadoras sociais e dois pedagogos. A iniciativa promoveu o uso relacional do basco em contextos não formais por meio do Translinguismo Emocional e Consciente (TEC), que parte dos repertórios linguísticos de cada participante e integra lazer organizado e atividades lúdicas. O objetivo principal foi analisar o impacto do programa na motivação e no apego ao basco, bem como as suas implicações pedagógicas e linguísticas para a equipa educativa. Adotou-se um desenho metodológico misto, com recolha simultânea de dados qualitativos e quantitativos através de questionários tipo Likert, cadernos de avaliação, grupos focais, entrevistas e notas de campo. Os resultados evidenciam um efeito positivo na motivação, no apego linguístico e no uso espontâneo do basco, assim como no envolvimento da equipa educativa na sua promoção. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article presents the results of the Hari-Katu programme, developed in eleven residential care homes in Gipuzkoa with 66 children and adolescents aged between 8 and 15, eleven social educators and two pedagogues. The initiative has promoted the relational use of Basque in non-formal contexts through Emotional and Conscious Translanguaging (ECT), which builds on the linguistic repertoires of each participant and integrates organised leisure and playful activities. The main objective has been to analyse the impact of the programme on motivation and attachment to Basque, as well as its pedagogical and linguistic implications for the educational team. A mixed-methods design has been employed, with the simultaneous collection of qualitative and quantitative data through Likert-scale questionnaires, evaluation journals, focus groups, interviews and field notes. The findings highlight a positive effect on motivation, linguistic attachment and the spontaneous use of Basque, as well as on the involvement of the educational team in its promotion. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11391723 |
| DOI: | 10.7179/PSRI_2026.48.06 |
