A comparison of two language support programs in the Basque Autonomous Community: exploring school adaptation and language proficiency.
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| Title: | A comparison of two language support programs in the Basque Autonomous Community: exploring school adaptation and language proficiency. |
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| Authors: | Urionaguena, Mikel1 (AUTHOR) murionaguena@mondragon.edu, Urizar, Ane1 (AUTHOR), Antón, Eneko1,2 (AUTHOR), Garro Larrañaga, Eneritz1 (AUTHOR) |
| Source: | Journal of Multilingual & Multicultural Development. May2026, Vol. 47 Issue 4, p2219-2235. 17p. |
| Subject Terms: | *Educational programs, *Language ability, *Students, *Student adjustment, Basque language |
| Geographic Terms: | País Vasco (Spain) |
| Abstract: | This study compares two language support programs in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages. However, unlike in many other regions, the minority language, Basque, is the main language of instruction (LoI) in school rather than the majority language. For Newly Arrived Students (NAS) who do not speak the LoI, language support programs facilitate language acquisition and school adaptation. In Basque-medium public schools, two distinct programs are implemented: Eusle and HIPI. Both programs combine mainstream classroom immersion with pull-out language classes. However, Eusle pulls NAS out to a larger extent than HIPI, making it more segregative. Although separating students from mainstream classrooms has been widely criticised, Eusle and HIPI have not been compared in the BAC, where Basque as the main LoI poses unique challenges. This study compares Eusle and HIPI programs through school adaptation and perceived Basque proficiency questionnaires. A total of 139 secondary students (Mage = 13.1) and 33 teachers participated. The findings indicate no differences in school adaptation between programs, though, Eusle students report higher levels of perceived language proficiency. These results suggest that in the BAC, the pull-out Eusle program can support both learning the LoI and school adaptation. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193526068 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A comparison of two language support programs in the Basque Autonomous Community: exploring school adaptation and language proficiency. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Urionaguena%2C+Mikel%22">Urionaguena, Mikel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> murionaguena@mondragon.edu</i><br /><searchLink fieldCode="AR" term="%22Urizar%2C+Ane%22">Urizar, Ane</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Antón%2C+Eneko%22">Antón, Eneko</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Garro+Larrañaga%2C+Eneritz%22">Garro Larrañaga, Eneritz</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Multilingual+%26+Multicultural+Development%22">Journal of Multilingual & Multicultural Development</searchLink>. May2026, Vol. 47 Issue 4, p2219-2235. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+adjustment%22">Student adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Basque+language%22">Basque language</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22País+Vasco+%28Spain%29%22">País Vasco (Spain)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study compares two language support programs in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages. However, unlike in many other regions, the minority language, Basque, is the main language of instruction (LoI) in school rather than the majority language. For Newly Arrived Students (NAS) who do not speak the LoI, language support programs facilitate language acquisition and school adaptation. In Basque-medium public schools, two distinct programs are implemented: Eusle and HIPI. Both programs combine mainstream classroom immersion with pull-out language classes. However, Eusle pulls NAS out to a larger extent than HIPI, making it more segregative. Although separating students from mainstream classrooms has been widely criticised, Eusle and HIPI have not been compared in the BAC, where Basque as the main LoI poses unique challenges. This study compares Eusle and HIPI programs through school adaptation and perceived Basque proficiency questionnaires. A total of 139 secondary students (Mage = 13.1) and 33 teachers participated. The findings indicate no differences in school adaptation between programs, though, Eusle students report higher levels of perceived language proficiency. These results suggest that in the BAC, the pull-out Eusle program can support both learning the LoI and school adaptation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01434632.2025.2463432 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 2219 Subjects: – SubjectFull: Educational programs Type: general – SubjectFull: Language ability Type: general – SubjectFull: Students Type: general – SubjectFull: Student adjustment Type: general – SubjectFull: Basque language Type: general – SubjectFull: País Vasco (Spain) Type: general Titles: – TitleFull: A comparison of two language support programs in the Basque Autonomous Community: exploring school adaptation and language proficiency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Urionaguena, Mikel – PersonEntity: Name: NameFull: Urizar, Ane – PersonEntity: Name: NameFull: Antón, Eneko – PersonEntity: Name: NameFull: Garro Larrañaga, Eneritz IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01434632 Numbering: – Type: volume Value: 47 – Type: issue Value: 4 Titles: – TitleFull: Journal of Multilingual & Multicultural Development Type: main |
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