Praktika eleanitzak eta euskara, ingelesa irakas-hizkuntza bihurtzen denean: kasu-azterketa bat

Abstract

This case study aims at exploring the role of Basque and the multilingual practices that occur when English becomes the language of instruction in two Basque-medium secondary schools. The data collected through classroom observations and semi-structured interviews with four CLIL teachers show that, among others, teachers legitimize multilingual practices and that students’ other languages (mainly, Basque) have an important role in the classroom. However, the need for specific teacher training is underlined, so that students’ multilingual repertoires could be exploited in these settings.