Euskara unibertsitate mailan atzerriko hizkuntza gisa irakastea: zorroztasunetik malgutasunera

Abstract

How should Basque language subjects be approached in universities outside Basque Country? As a result of the lecture that I gave as a guest speaker in the Etxepare Basque Institute during the Summer Courses of the University of the Basque Country in 2014, and of the paper based on that lecture that I published in 2016, in the last few years I have revised the answer to the initial question, replacing a stricter viewpoint with a more flexible one. For many years, there was only one “menu”, which seemed rigid; by contrast, in the last few years the number of “menus” has increased to three, which has resulted in more flexibility and an adaptation to the wishes and needs of “customers” (students). The first one is philological, but also offers a space for the practical teaching of Basque. The second one is practical, but also offers a space for philological aspects of interest. The third one is aimed at Basque-speaking students preparing for the B1, B2 and C1 level certification exams. The three “menus” can be sweet if the right ingredients are used, or else they may turn sour if choosing the wrong ingredients. In any case, care has been taken for two ingredients to be included: attractiveness and added value compared to other language courses.Nola planteatu behar dira euskara irakasgaiak Euskal Herritik kanpoko unibertsitateetan? Abiapuntutzat hartuta UPV/EHUko 2014ko Uda Ikastaroetan Etxepare Euskal Institutuak gonbidaturik egin nuen hitzaldia eta hitzaldi hartan oinarrituta 2016an argitaratu nuen artikulua, azken urteotan eguneratu egin dut galdera horrentzako erantzuna, ikuspuntu murritz samarraren ordez irizpide malguagoak erabiliz. Urte luzez, “menu” bakarra eskaini nuen; azken urteotatik honantz, ordea, hiru, “bezeroen” (hots, ikasleen) nahi eta beharrei egokituak: lehenengoagehien bat filologikoa da, baina euskararen irakaskuntza praktikoari ere tarte bat utziz; bigarrena, ordea, gehien bat praktikoa da, baina alderdi filologiko interesgarriei ere tarte bat eskainiz; hirugarrena, ordea, ikasle euskaldunei zuzendua, B1, B2 edo C1eko azterketa presta dezaten. Hirurak izandaitezke gozoak, osagai egokiak gero. Eta hirurak izan daitezke garratzak, osagai desegokiak erabilita. Nolanahi ere, bi osagai erabili behar dira ezinbestean: erakargarritasuna eta gainerako hizkuntzen irakaskuntzarekiko balio erantsia.