Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Tuesday, October 13, 2009

Rejection of Spain's Fascist Festivity Increases

The obsession by Francisco Javier Lopez and his junta to distance themselves from the previous tenants at the Ajuria Enea and loudly proclaim the change of pace that has allegedly taken place in Lakua's government is now in plain sight.

For example, just yesterday, Rodolfo Ares (born in Orense, Galiza and a rabid Spanish ultra-nationalist), in representation of Lakua's government, attended the Spanish Armed Forces parade in Madrid to celebrate the "Day of Hispanity". A carefully chosen decision by the Interior Minister and top commander of the Ertzaintza, to witness and also legitimate the outdated military display that each year exacerbates the must backwards Spanish cheap patriotism.

Looking to make himself clear, Ares went on to explain that he traveled to the Spanish capital in representation of "the Basque Government and, therefore, the totality of Basque society". More so, his presence was an "act of democratic normality of an autonomic government that emanates from the Statute, an Statute framed within the Constitution". Neither one is true. The current Lakua government is not the result of the will of the citizenry of Araba, Bizkaia and Gipuzkoa, but the result of the Apartheid like Law of Political Parties' political-juridic engineering. We should also point out now that the Spanish Constitution was never accepted by the Basque electorate, quite the opposite actually.

While Ares travels to Madrid to present the due abjection before the must outdated expressions of the Spanish kingdom, in the streets of Euskal Herria thousands of persons demonstrated against Fascism, the current and the former, the one that filled up the sides of the roads with dead bodies and the one that abducts and threatens Basque citizens. Besides, thousands of students showed up at their educational institutions, thus signaling their rebellion against a holiday that they do not regard as such. On top of that, several demonstrations were organized by the worker's union LAB to voice another demand, the sovereign right of the working class to decide its own calendar. That one and no other was the human landscape yesterday in Euskal Herria, a country that refuses to accept and imposed festivity.

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Friday, July 24, 2009

New Facilities for Center of Basque Studies

This not was published at the Nevada News site:

Dedication set for Center for Basque Studies

Natalie Savidge

The Center for Basque Studies at the University of Nevada, Reno is celebrating the dedication of its new location in the Mathewson-IGT Knowledge Center. The Center’s new facilities are specially designed to showcase the largest collection of Basque materials outside of the Basque country, which is also the largest special collection in the University library.

“We are excited to celebrate this amazing new facility where the University’s Center for Basque Studies will continue to strive for cultural preservation, outreach, youth revitalization and Basque-related research, instruction and publishing,” said Co-director for the Center, Eric Herzik.

The dedication also coincides with the annual convention of the North American Basque Organizations (NABO) held on campus Friday in the Knowledge Center, the 50th anniversary of the first Western Basque Festival held in Reno in 1959, and the 20th anniversary of the University’s Zenbat Gara Dance Troupe whose members have served as ambassadors and mentors for the Basque culture and dance groups throughout the American West.

Who: Basque and campus community members, invited guests, University President Milton Glick and Co-directors for the Center, Eric Herzik and Joseba Zulaika.

What: Dedication of new location and 42nd anniversary of the founding of the Center for Basque Studies at the University of Nevada. The afternoon reception will feature Basque entertainment, hors d’oeuvres and drinks.

When: 4 – 6 p.m., Friday, July 24, 2009.

Where: University of Nevada, Reno campus, Mathewson-IGT Knowledge Center, Third Floor’s North Patio. Parking is available in the Whalen parking garage directly across from the Knowledge Center.

For more information about the Center and NABO.


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Monday, June 22, 2009

Araba Euskaraz '09

This note was published at EiTB:

'Araba Euskaraz' kicks off in Oion

Nora García

The town of Oion celebrates Araba Euskaraz 2009 under the slogan "Hauspoari eraginez". This year San Vicente Ikastola hosts this festival of Euskara (Basque language).

The aim of this festival is to gather funds in order to provide economic needs and an infrastructure for the ikastola that hosts Araba Euskaraz.

This year San Vicente Ikastola will be the host of Araba Euskaraz. This centre started working 30 years ago and nowadays it has around 300 pupils and 29 teachers.

The money collected in this festivity will be used to expand this centre's nursery, to improve the dining hall service and also to create a new meeting hall.

Araba Euskaraz is expected to be attended by the Basque Government Education councillor Isabel Celaa, Basque Government Culture councillor, Blanca Urgell and Alava General Deputy, Xabier Agirre.

The song for Araba Euskaraz 2009 has been composed by the famous Basque clowns Pirritx, Porrotx and Marimototx, who will also perform during this festival. Besides, there will also be concerts offered by groups such as Deabruak Teilatuetan, Nora Ezean, Ohiu e Hiperakusia, among others.

As part of the celebration, there will be several events scheduled in four different areas: Bertsolaris, Basque dances, sports for children, rural sports exhibitions and street animation.


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Sunday, May 31, 2009

Ibilaldia 2009

This article was published at EiTB:

Ibilaldia 2009 kicks off in the Basque town of Galdakao

Nora García

Eguzkibegi ikastola in Galdakao organized the 31st edition of Ibilaldia. This year, people will be able to enjoy along seven different areas children workshops, bertsolaris, Basque dances, a hot-hair balloon and concerts.

Ibilaldia is a festival in favour of the Basque language organized each year by a different ikastola (Basque school). It is Bizkaia's version of the pro-Ikastola, pro-Basque language events that take place annually in the Basque Country, normally on a Sunday, in order to raise money for ikastolas.

Ibilaldia was celebrated in 1978 for the first time and it was organized by a Basque school in Getxo. It is similar to Gipuzkoa's "Kilometroak", Araba's "Araba Euskaraz", Nafarroa's "Nafarroa Oinez" and Iparralde's "Herri Urrats".

Ibilaldia 2009 kicks off today at 09:00 and will finish at 19:00, under the slogan "Gerizpetik Eguzkibegi". Eguzkibegi Ikastola was in charge to organize it this year. After having paid a non-compulsory admission at the entrance of any price you deem fit for the event, you walk around a carefully planned circuit of the village or town while enjoying typical Basque traditions. People will be able to enjoy along seven different areas several activities like children workshops, bertsolaritza (Basque Country's "spontaneous poetry"), Basque dances, a hot-hair balloon and concerts (Biok, Sagarroi…), among others.

Eguzkibegi Ikastola was created in 1966 by some parents. It has more than 600 pupils nowadays and they expect to raise enough money to enlarge the school and improve some of the infrastructures.

There will be bus service available from 09:00 to 19:00 from Bilbao to Galdakao round trip.


One issue that we would like to point out is that the head of the Ministry of Education in the Basque Autonomous Community, Isabel Celaá, refused to assist to the Ibilaldia celebration. This ministry is in charge of the Basque language education and her decision is part of the punitive strategy designed in Madrid against the Basque language, an strategy that is being implemented by the Spaniard that was appointed by the central government to rule the province, an individual by the name of Francisco Javier López.

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Tuesday, May 26, 2009

Lopez Starts Campaign Against Euskara

The Spanish government assigned to rule the Basque Autonomous Community is using an ill intentioned euphemism ("harmonious coexistence") to kick start its violent campaign against the Basque language.

Francisco Javier Lopez's Government looks likely to suspend measures previously taken to establish Euskera (the Basque language) as the primary language of education in the Basque Country.

The new Spanish government allegedly supports bilingual education as opposed to giving greater importance to Basque in the classroom. For this reason, Lopez's administration will look to repeal the laws adopted by previous governments that established Euskera as the primary language of learning, explained Oskar Perez at the Basque Superior Court of Justice.

The Education Department went on the stress its desire to impose Castillian (known as Spanish around the world) just like in Franco's times, with total disregard towards Basque, an official language, setting the conditions for the dominance of the language imposed to the Basques over the one they have spoken for thousands of years. Is strange that a so called "democratic state" takes measures to remove spaces for the development of a language spoken by a few in order to impose a language spoken by hundreds of millions of people around the world.

We need to remember now that Spain conducted genocidal campaigns during its colonial period which is the reason why so many individuals have Castillian as their mother tongue today, and that is exactly what took place when Castille invaded Nabarra (Navarre), the Basque kingdom.

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Monday, April 13, 2009

Language Issues in Euskal Herria II

This is the follow up to an article published at the Portland Cultural Travel Examiner about the Basque language that we posted here a couple of days ago:

Tyler Sprecker

Language, identity and education policy in Spain’s Basque country: Part 2

As I mentioned in Part 1, the language debate taking place in the Basque Country of Spain is more than one about culture versus economy. The status of Basque as a language is tied closely to Basque nationalism and the fight for sovereignty. The Basque Country of Spain enjoys a great degree of autonomy from the rest of Spain, though not enough for Basque Nationalists who want nothing short of absolute sovereignty. While not representative of all Basque Nationalists, the Euskadi Ta Askatasuna (ETA), a pro-independence terrorist organization, has been the darker face of the independence movement.

Although the separatist movement has lost some steam in recent years, it remains an important force in Spanish politics. Basque separatists have long argued for their right to self-determination as a separate ethnic group with their own language and culture. Surely a sovereign country retains the right to choose and promote its own language? Given the Basque country’s semi-autonomous status and current demographics, that has been a point of frustration for many.

Many native Spanish speakers in the Basque Country feel frustrated with the Basque language requirement for civil service jobs, arguing that some professionals such as doctors should be focusing their time and energy on learning about disease and medicine rather than a second language. Foreign language requirements have aroused public discontent in other regions of Spain as well. Protests were recently held in opposition of a government decision to make knowledge of Catalan mandatory for civil service jobs in the Cataluña region.

While not recognized as such by the federal government, Basque is a co-official language along with Spanish in the Basque Country of Spain. The Basque Country government strongly encourages bilingualism among its citizens. Under current policy all civil servants are required to speak Basque. The government has even taken to encouraging business owners to encourage their employees to learn Basque if they do not already know it. Educational policy is geared toward the same goal as well.

The Basque Country of Spain currently has three educational models from which parents are obliged to choose for their children. In Model A, all classes are taught in Spanish, except for language classes; Basque language classes are required. In Model B, some subjects are taught in Basque while others are taught in Spanish. In Model D, all classes are taught in Basque; Spanish language classes are required. In all three models English language classes are a required part of the curriculum. Some schools have even been testing a new trilingual education model where subjects are taught in Basque, Spanish and English. Over the past several years, the Basque Nationalist led government has been closing Model A schools due to reportedly low demand.

The need for bilingualism appears to be shared by many, though there is disagreement about the languages. Many native Spanish speakers see Basque as a language with marginal utility and would prefer their children to be taught English instead.

Public policy as it relates to language, however, may see some changes in light of recent political developments. After 30 years of governance by the Basque Nationalist Party (or by Basque Nationalist Party-led coalitions), the People’s Party (PP) – Spain’s main right-wing party, and the Socialist Party of the Basque Country (PSE) have formed a governing coalition that is set to begin governing starting mid-May of this year. Exactly what this means for language policy is yet to be seen, although a joint-statement of policy goals agreed to by both governing parties was recently issued.

The joint release clearly states the new government’s support for freedom of choice for parents among educational models. It also states the parties’ support for bilingualism as official government policy whereby all students are to be bilingual, though their parents retain the right to choose their educational path towards that end. Only time will tell if such policies will in effect create a bilingual citizenry. The only other question remaining is: Have they chosen the right languages?

I insist, seems like the author took many of his cues from that infamous article by Keith Johnson although it does a better job at keeping a more objective view on the issue.

And I insist, how dare any US citizen label any group as "terrorist" after all the crimes committed by the US military in Afghanistan, Irak and Pakistan?

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Saturday, April 11, 2009

Language Issues in Euskal Herria I

I've got to tell you, ever since that infamous article about the Basque language by Basque-phobe Keith Johnson I cringe each time I find an article about this issue in an US media outlet. Here I present you one published at Examiner:

Tyler Sprecker

Language, identity and education policy in Spain’s Basque country: Part 1

Governing has never been so complicated. Political scientists the world over have been scratching their heads over the simultaneous integration and devolution of governments. The European Union has expanded to include 27 member countries and Asia has discussed development of a European Union-like structure while separatist movements from Quebec, Canada to the Tibet, China fight on for sovereignty. All the while, political and economic commentators from Benjamin Barber to Thomas Friedman have reflected on the effects of globalization and what it means for people around the world.

For many, it has meant having to balance economic and cultural survival. That struggle is evident in the Basque Country of Spain, where the regional government is feudally trying to weave a trilingual web of Basque, Spanish and English among its citizens, making education policy a hotly debated issue. This two part series will explore language in Spain’s Basque Country, education policy and the current debate.

Spain’s Basque Country is a semi-autonomous region on the northern coast of Spain near the French border and longtime home to the indigenous Basque people. In fact, Basque is believed to be the last remaining pre-Indo European language in Europe. Communities in the Basque region had enjoyed a great degree of autonomy until the late 18th-19th centuries. Spain’s dictator Francisco Franco (1892-1975) even went so far as to outlaw the Basque language, nullifying all legal documents recorded in the language and punishing those that dared speak it in public. Since the ratification of Spain’s 1978 Constitution, the Basque Country has been named a “historical region” and has been afforded a great degree of autonomy.

Unfortunately for many non-Basque speakers, the Basque government seems to have concluded that the best way to protect the Basque language is to force it onto others, and that may not be such a bad assessment. Language displacement has occurred in many parts of the world as dominant languages such as English, Mandarin Chinese, Spanish and Arabic have spread. As a necessity for survival, speakers of the marginal languages are often forced to learn the dominant language of their respective regions, creating a generation (or several) of bilingual speakers that function as a bridge between their cultural past and the future of their children. Faced with economic marginalization, parents will often times raise their children in the dominant language but will not teach them their mother language, or if they do, the marginal utility of that language will not be sufficient so as to warrant its use by the younger generation who often times will abandon it completely. Left to evolutionary forces alone, many marginal languages will simply disappear as they are replaced by dominant ones. Simply permitting a given population to speak their native tongue does not guarantee that language’s survival. But is this a matter of survival for Basque speakers?

Perhaps not; there are an estimated 632,000 native Basque speakers (roughly double the number of Icelandic speakers). Aggregate numbers alone, however, do not tell the whole story. While the Basque people are largely confined to one geographic location, only an estimated one quarter of Basque region inhabitants speak Basque as a native language, and the region’s main center of commerce, Bilbao, is largely populated by native Spanish speakers, with native Basque speakers largely confined to the outskirts and surrounding areas.

But to frame the debate exclusively in terms of culture versus economy is to distort it. In Part 2, I will explore in further detail Basque Country politics and the identity debate.

Just one little detail, Euskara is not forced "onto others", the government of the Basque Autonomous Community can do nothing about having someone in Andalucia or the Canary Islands learning the language. The language policy is implemented only in the three Basque provinces it rules and all the inhabitants minus the inmigrants of these three provinces are supposed to be Basques.

If they don't feel Basque and they refuse to speak Basque they can always go to Spain and live their happy lives in a Spanish speaking environment, in the end, Spain is not awefully far from the Basque Country.

We'll wait and see what Tyler tells us in the second installment of the series.

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Thursday, March 26, 2009

Language Education in the Spanish State

The article by the Guardian Weekly that you're about to read is quite a departure from the one written by Basque-phobe Keith Johnson a couple of years ago. Here you have it:

Spain's lessons in multilingual teaching

Spain offers some valuable lessons in Clil policy argues María Jesús Frigols Martín. She explains how the the promotion of Spain's regional languages in schools along side Spanish has helped to establish the teaching of content subjects through students' and teachers' second and third languages.

"There has been no single blueprint, yet Clil is now firmly entrenching itself as an innovative educational approach," states Hugo Baetens Beardsmore, one of the international figures in this field. This is very true of Spain, where Clil is now starting to go mainstream after a decade of pilot and experimental projects.

The Spanish experience of Clil continues to be eclectic. There is no single Clil model taking root across the country. There are as many models as regions, different in application but following the same core fundamentals. Spain could be viewed as a "microcosm" of Clil worldwide. This one country is developing different models which share the same main objective: upgrading education and competence in languages throughout the population.

The twin drivers that have powered the uptake of Clil in the last decades are regional and global citizenship. The energy has come from both the general public and, increasingly, political decision makers.

To understand Clil in Spain you first have to understand how the nation functions as a "state of autonomies", a unitary country with 19 autonomous communities (17 regions, plus the autonomous cities of Ceuta and Melilla). Each of these has its own laws, and the power to administer certain aspects of the education system within its own territory. The Organic Act of Education (Ley Orgánica de Educación, LOE) establishes the general frame for the whole country.

This structure is very significant in terms of languages. Whereas Spanish is the official language of the country as a whole, certain communities (the Basque Country, Navarre, Catalonia, Balearic Islands, Galicia, and Valencia) also have their own regional languages, namely Basque, Catalan, Galician, and Valencian. In these communities, both the regional language and Spanish are mandatory in education at the non-university level.

The stage was set for Clil when regional languages were granted official status in the 1980s. From this point onwards regional languages started making their way through the mainstream education systems as medium of instruction. This would become an invaluable experience, for the expertise acquired after years of practice could be easily transferred from bilingual to monolingual communities, and proved to be an excellent starting point for the design and implementation of programmes aiming to produce young people speaking two languages in addition to their monther tongue (MT+2).

Stepping from regional to foreign languages was a natural way for Clil to evolve at a time when increasing priority has been given to global citizenship. This meant generalising the use of more than one medium of instruction. That in turn meant that educators needed to adapt their teaching to suit this context and focussed interest on Clil as the best way to achieve their goals.

There was a transfer of know-how within the regions and across the country that allowed monolingual areas to keep pace with the bilingual regions.

This resulted in scenarios where education was:

* partly in Spanish, and partly in one or two foreign languages
* partly in Spanish, partly in a joint official language other than Spanish (Basque, Catalan, Galician, or Valencian), and partly in one or two foreign languages.

This has given the Spanish Clil spectrum a leading place in Europe. Clil programmes have been implemented in mainstream schools with direct support from educational authorities. The different models vary significantly from one region to another, but can be summarised as following one of these objectives:

* Promoting bilingualism in a monolingual community
* Fostering multilingualism in an already bilingual community


Even though Spain's regional Clil models are diverse, there are certain issues which have been addressed by central government. For example the teachers’ level of language competence has been given special attention. It has been set at B2 on the Common European Framework of Reference for Languages for vocational, secondary education, and the Baccalaureate; and B1 for pre-primary and primary. In addition, vocational education is required to have at least two subjects taught through a foreign language. Meanwhile, the communities decide on questions such as subject choice, teaching time invested, and other operational factors.

The learning curve for teachers and administrators has been steep. For years, teacher training has been a major challenge for both central and regional governments. To provide teaching professionals with the necessary linguistic and methodological skills, a specific Clil training programme (Pale, Plan de apoyo al Aprendizaje de Lenguas Extranjeras), comprising improvement of communicative competence, methodology and periods of study abroad, has been designed and implemented. It is funded jointly by the central government and the autonomous boards of education.

Lack of teaching materials and resources is one of the major difficulties Clil teachers have to face. This is common to all the regions. As a general rule teachers develop their own materials by using realia from a target language country, translating and adapting first-language course books, or downloading resources from the internet. Exchanges through seminars, networking, creating data banks, collaborating over the internet, and using blogs have become common means of support.

It is too early to make definitive statements about the impact of Clil across the country. One reason is because some of the separate Boards of Education have not yet carried out extensive evaluation of their Clil programmes. But preliminary research indicators appearing from different communities point to the fact that content acquisition is similar when compared to education through the mother tongue, that learning in Clil substantially improves students’ linguistic and communicative competence, and that it would also appear to assist their cognitive development.

Clil is now consolidating as a trend at all stages of the Spanish educational system, including higher education. It’s a leitmotiv for profound change in the autonomous education systems which are rapidly attempting to adapt to the demands of the knowledge society.

As Rosa Aliaga, a Clil expert at the Basque Board of Education says: "It is fascinating to observe how four- and five-year-old children play, create and have fun in different languages. Their motivation is very high, and they are prepared to take risks in communicating with others with no fear or embarrassment of using the wrong words."

Contrary to common belief, Spaniards have long been keen to learn foreign languages, especially English. The barrier has not been lack of interest so much as lack of response to often outdated language teaching methodologies, and availability of curricular time. The Spanish Clil scenario is one which can serve as a dynamic and realistic model for other countries wanting to reduce barriers to language learning.

María Jesús Frigols Martín works for the Programa Plurilingüe at the Conselleria de Educación de la Generalitat Valenciana, Valencia


One thing we would like to point out is that the advances in education when it comes to Basque and Catalonian are taking place DESPITE Spain and not thanks to its language policies. If it was up to Madrid, the only language spoken in the Spanish state would be Castillian. Just wait and see what will happen to Basque education programs when Spaniard Patxi Lopez takes the presidency of the Basque autonomous community.

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Friday, March 20, 2009

An Invitation to Visit Nabarra

This information was posted at the Sierra Mountain Times:

Discover the Cultural Riches of Spain’s Basque Country

This summer, Columbia College is again offering a unique opportunity to get an insider’s view of the colorful culture, art and history of the Basque Country of north central Spain. Located to the west of the Pyrenees along the Bay of Biscay, the region is rich in its Basque, Gothic and Roman heritage.

Based at Vitoria-Gasteiz, the seat of the Basque Parliament, those interested in going on the trip will attend the Zador Institute, an accredited school of Spanish language where classes will be taught by certified native teachers for four hours per day, five days a week in classrooms and neighborhood settings. Their website is located at www.zadorspain.com. Travelers will stay with Spanish families for a total language immersion experience. Of course, participants will also earn a total of six units of credit from Columbia College: three in conversational Spanish 10A, 10B, 20A or 20B – depending on initial assessed level of proficiency – and three in humanities (old world culture), taught by local expert, Dr. Susan Still.

Afternoon activities and field trips with Spanish-speaking guides will include city tours, art and history museum visits, bike tours, dining at typical Basque tapas bars and restaurants, and cider house samplings, as well as day trips to an ancient Roman saltworks, nearby lakes and a nature park.

Vitoria has a population of about 200,000 and with its excellent train and bus transportation and central location, excursion destinations are never more than an hour or so away. On weekends, tours are planned with Spanish-speaking guides to Pamplona in Navarra, the medieval walled city of LaGuardia, the La Rioja wine region and Alavese fishing villages. Students will also see Spain’s most famous Gothic cathedral in beautiful Burgos, the Guggenheim Museum of Modern Art in Bilbao and the inviting beach city of San Sebastian.

The two-week program begins on June 6, with an optional third week. The approximate cost for the two-week program is $2,900, and $850 for the additional week. This covers tuition, classes, airport transfers, home stay, meals, excursions and insurance – airfare is not included.

Columbia College Spanish Instructor Vonna Breeze-Martin is coordinating the program and is again leading the Basque Country visit. “It is so enlightening and inspiring to see how another culture views the world,” she said. “The Basque cities are modern, clean, prosperous and environmentally-friendly places, steeped in history dating back to the Bronze Age. Vitoria, for instance, boasts of its bike paths (and free bikes for loan); green spaces and parks that are among the highest per capita in Europe; walking paths; mall routes; a restored medieval quarter and excellent public transportation. And if you’ve ever had an opportunity to enjoy a Basque meal here in the U.S., you know what a real treat is waiting for you in Pais Vasco!”

Despite the title and the insistence in calling the Basques by the term Spanish, this article has some redeeming qualities. Is good to learn than more and more people are identifying not only the Basque Autonomous Community as the Basque Country but also Navarre and even Rioja (Errioxa). This means that people are recognizing the cultural identity of once sovereign and independent Nabarra.

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Friday, February 20, 2009

Basque Language Revival

The article that you're about to read was posted at McClatchy's page:

As the world's languages disappear, Basque revives

By Julie Sell | McClatchy Newspapers

ST. JEAN DE LUZ, France — The world is losing languages at an alarming rate, a United Nations agency reported Thursday, with thousands of tongues expected to disappear by the end of this century.

Yet amid the losses, one community — the Basque people, who live in the mountainous region of southern France and northern Spain — is reviving a language that many once feared would die out.

In St. Jean de Luz, a seaside town near the Spanish border at the western edge of the Pyrenees, efforts are under way to revitalize the Basque language, which 30 years ago was rarely heard outside mountain villages. Among a population of about 3 million in the Basque region, which comprises seven provinces in Spain and France, an estimated 700,000 people speak Basque today.

Bilingual signs dot the roads and mark storefronts, and an annual festival celebrates the Basque language, music and culture. Public and private schools full of children and adults learn Basque.

Every Sunday, a mass is celebrated entirely in Basque — complete with Basque music — at the local church, Eglise Saint Jean Baptiste.

At the week's major food market here, Bixente, a 32-year-old man in jeans, tennis shoes and a tight wool cap, was selling such regional specialties as ewe's milk cheese, black cherry jam and spicy pimento powder from his stand to a steady stream of customers in the early morning chill.

"I grew up speaking Basque, and did all my baccalaureate exams, even biology and philosophy, in Basque," said Bixente, who hails from Bayonne and declined to identify himself further. "My parents' generation built private Basque schools in the 1980s. They gave their money, their energy, their efforts to make it happen."

In contrast, he said, when his mother was young, she "was punished at school for speaking Basque."

Fabienne Perrin, a 37-year-old woman employed by the local tourism office, grew up speaking Basque in a small mountain town a half-hour's drive from St. Jean de Luz. She recalled that her grandfather spoke only Basque, never French. Now, though, "the generation that spoke only Basque is gone," she said. "To work, you have to speak French."

France recognizes Basque as a distinct regional language — the departmental government has an office dedicated to the Basque language — but Basque doesn't have official status in France, meaning that it can't be used in a court of law, for instance. On the Spanish side of the border, Basque has been one of two official languages in the Basque autonomous region since 1979.

Many locals acknowledge that foreigners mistakenly associate all Basques with the extremist group ETA, whose members are known to slip back and forth across the rugged mountain border.

"There are lots of cliches," Perrin said. "But when people get here, they find we're really interested in something authentic. This isn't just folklore."

As successful as this region has been in preserving its unique language, however, others aren't as lucky.

The language report, released by UNESCO, the U.N. agency based in Paris, provides vivid detail of the linguistic diversity that still exists in the world — more than 6,000 languages are spoken on the planet — and the threats that it faces.

India, the United States, Brazil, Indonesia and Mexico have the greatest linguistic diversity, it says, but also the greatest number of languages at risk.

Among 2,500 endangered languages in the agency's online atlas, 538 are classified as "critically endangered." Seventy-five of these are in the United States, many of them obscure American Indian tongues found in the Western states. They include Tubatulabal, spoken by just three elders in California's Kern River Valley in the southern Sierra Nevada, and Lushootseed, spoken by fewer than five people on reservations in Washington state.

Beyond Basque, which UNESCO labeled "unsafe," the agency notes that some endangered languages can be saved through a combination of government intervention and community will.

Welsh, for instance, has made a comeback in the past few decades after nearly dying out when Wales was exclusively under English rule.

UNESCO's most recent estimate of Welsh speakers: 750,000.

(Sell is a McClatchy special correspondent.)

ON THE WEB
UNESCO Interactive Atlas of the World's Languages in Danger

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Monday, February 16, 2009

Bilingual Education in Navarre

This essay was published at Basque Research:

Study on attitudes of students at the Public University of Navarre to bilingual education

The Public University of Navarre (UPNA) has presented the book, “Attitudes and beliefs of students of the UPNA to bilingualism and bilingual education”, a report on the research work undertaken by the University teachers Mr Pablo Sotés, Ms Nekane Oroz and Mr Carlos Vilches. The work, 1,000 copies of which have been published at a selling price of 12 euros, was financed by the Government of Navarre.

In order to gather information, the authors carried out interviews with 2,048 students - out of a total of 7,410 – over the 2005-2006 academic year and, moreover, used the technique of group discussion. The level of reliability of the study is 95.5%.

The principal aim of the work was to find out the linguistic skills of the student body at the Public University of Navarre and analyse the attitudes to bilingualism and bilingual education in the educational system of the Autonomous Community of Navarre. The results provide a linguistic map of the student body which should contribute to the task of linguistic planning within the various strategic plans of the University.

Linguistic profile of student body

According to the research results, 84% of students interviewed have Castilian (Spanish) as their mother tongue while 14% have Euskara (the Basque language) or both simultaneously, and the remaining 2% have a mother tongue other than Basque or Spanish. As regards linguistic skills, nearly 40% state that they have knowledge of Basque to a greater or lesser extent, comprehension skills being rated higher than those of oral and written expression. A similar percentage of students (40%) have knowledge of French, although here the percentage of those stating they have difficulties is greater than with Basque.

Linguistic skills in English present special characteristics, according to the study. In general, it can be said that the immense majority of students at the UPNA has a high or intermediate knowledge of the English language, scoring over 90% in each of the four linguistic skills (aural comprehension, reading writing and speaking). The highest scoring, nevertheless, is in written and oral comprehension and the lowest in oral expression. Of the five modern European languages, German is, on the other hand, the language with the least presence amongst the students (less than 10%).

About 20% of students have an elementary or higher qualification in Basque and more than 40% have a certificate in English. About 15% of students have qualifications in French and less than 2% in German.

Taking different languages into account

English is the language deemed by most students as the most appropriate for scientific and educational communication, followed by Spanish, German, French and Basque in that order of importance. This order changes when sociocultural transmission is involved (Spanish, English, Basque, French and German) or which are considered socially the best (Spanish, English, Basque, German and French).

Also, more than 90% of those surveyed consider that the knowledge of a second language facilitates the learning of a third. And to the question as to what linguistic model (in the Basque-Spanish bilingual educational system) they would choose for their primary/secondary school studies if they were making the choice now, women opt primarily for model D (Basque), followed by A (Spanish with Basque as a subject) and G (Spanish) and models in English or in French, in that order. In the case of men, however, the order varies, being model G the most popular choice, followed by D, A and then models in English or in French.

As regards legal aspects there exists a great lacuna in knowledge about linguistic zoning, established by the Navarre Autonomous Community Law on the Basque language. Nevertheless, 43% consider that Basque should have a new deal for the future regulated by Law, which would enable greater rights in the use and the teaching of this language. 14%, however, defend the validity of zoning.

Languages in the educational system

The study also reveals the opinions of students about the treatment of languages in the educational system. 60% of those surveyed consider that Basque is still not normalised nor has it been spread throughout the educational system as it should. More than 35% believe, however, that this language does not need any treatment differentiated from the other languages, given that they believe it to be fully normalised.

With respect to the linguistic models (see above) in the educational system, the majority of those surveyed who come from model A believe this model does not guarantee the achievement of obtaining the linguistic skills sufficient for undertaking university studies in Basque. In the case of model D, the majority who have been through this educational linguistic model hold that this immersion model in Basque enables them to carry out their university studies in either Spanish or Basque. However, ex-model G students believe this model does not guarantee a sufficient level in Spanish.

Regarding the EC languages, students justify the predominance of English as a majority foreign language in the non-university educational system of Navarre, linking fluency in this language with access to high socio-economic status.

As regards French, almost 50% of those surveyed believe it will continue to be taught as up to now, although 25% do not augur a good future for the tongue and consider that its teaching will gradually disappear. On the other hand, most students state that German will grow in the educational system of Navarre.

Languages in the University

The research revealed that students consider knowledge of English fundamental to starting their university studies (88%), followed at a distance by Basque (36%). French and German score significantly low in this respect.

At the time of undertaking the survey, the professional teaching qualifications in Basque included the Teaching Certificate in Infant Education and the Teaching Certificate in Primary Education and certain subjects in other qualifications. Students enrolled in subjects in the Basque language came to 10% of the total, most of which are women who study at the Faculty of Human and Social Sciences, have Basque as their mother tongue and have been through model D schooling and this, to a great extent, in the Basque Autonomous Community (Euskadi).

Students not enrolled for subjects through this language state the reasons as being the lack of opportunity to learn the language or lack of linguistic skills therein, incompatibility with timetables, misleading information, preference for Spanish, etcetera. The percentage of ex-model A students opting for subjects through Basque does not come to 4%.

The study indicates that the provision of subjects/courses in Basque is classified as “insufficient” by more than half of the students. In this sense, 76.5% are in favour of including some subjects in Basque within a degree course; 30% prefer the provision of a complete degree course in Basque, together with the existing provision in Spanish and 15.7% would not offer any subject in Basque on a degree course.

Regarding EC languages, the University prioritises the linguistic training of the students - in the academic year in which the survey was undertaken, subjects were offered in English and in French, above all in the Faculty of Human and Social Sciences.

Given this situation, the survey indicates that English is the foreign language most required by students as a language of instruction. 79.2% of those surveyed believe it a good thing to provide subjects in this language, compared to 13.8% who opt for French and 12% for German. Nevertheless, only 19.40% would offer a whole degree course through English. The majority prefer this language to be offered in the following: a selection of subjects; optional subjects; certain core and obligatory subjects, free choice subjects - in that order. The demand for French and German in this respect is much less significant.

Finally, the research measured the level of satisfaction expressed by students at UPNA with how the University treats languages: poorly in the case of Basque and very poorly in the cases of French and German; and medium-high with respect to English.

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Thursday, January 08, 2009

Research on Conservation of Historic Sites

The correct conservation of sites with a historic value is of great importance, this is why I wanted to reproduce this article published at Basque Research:

Sánchez Beitia: ‹‹One has to know and understand heritage sites before embarking on any intervention››

Santiago Sánchez Beitia is a doctor in Physics and teaches first and second years and the PhD course in the School of Architecture at the University of the Basque Country (UPV/EHU). The research team he leads is pioneer in the analysis of the state of conservation of heritage sites, having adapted techniques from other spheres of study to this end.

Dr Sánchez Beitia has been working on the analysis of the state of conservation of archaeological elements at heritage sites since 1991. “One has to know and understand the monument from a structural perspective before embarking on any intervention. The construction has to be inspected, examined and listened to – but techniques are needed for this”, he explained. The analysis of the state of conservation aims to deduce what the loads supporting the construction are, the structural changes that have taken place over time and, moreover, non-structural problems — dampness, degradation of materials, movements of earth, etc. “We analyse buildings, walls, historical sites, etc.” he explained. To this end, they have adapted techniques and ways of analysing developed from very different fields than that under study.

The Hole-Drilling method

The team led by Mr Sánchez Beitia stands out for having adapted the Hole Drilling method — used for measuring stresses and deformations — to the study of architectural heritage sites. “This method enables us to find out the exact load bearing on a support structure, such as pillars, buttresses, retaining walls, etc., while affecting its physical integrity in the least possible way, as it dramatically improves performance compared to previous, more destructive, techniques”, explained the research worker.

The Hole Drilling method involves making a small orifice — just 36 millimetres in diameter and 36 millimetres deep — in the stone, using a drill onto which a series of feelers is fixed. “These feelers record the displacements – in the order of micros — that take place around the orifice. The analysis of the data obtained enables us to calculate the stresses on or the forces supporting the pillar”, explained Dr Sánchez Beitia. The application of this method is recognised worldwide and Mr Sánchez Beitia’s team has published a number of articles on the topic, in collaboration with other universities.

From Berlin to Cairo

Amongst elements studied by Mr Santiago Sánchez Beitia and his team are the Mayor de Comillas Seminary, the pillars of Santa María del Mar, the Church of Santa Maria del Pi and the Gothic Cathedral of Barcelona — the three gothic representations in the Catalan city; the Cathedral of Tarazona, the Casa Botines or the flying buttresses of the Cathedral in Palma de Mallorca. Outside the Spanish state, the Church of Saint Jacobs in Louvaine, the basement floor of the Altes Museum in Berlin or the Sultán al-Ghawri aqueduct in Cairo. “We publish studies with universities from other countries, which brings an internationalisation to what is being investigated at the School of Architecture at the Donostia-San Sebastian campus of the UPV/EHU”, explained the researcher.

Although a lot of work is undertaken outside the Autonomous Community of the Basque Country, they also carry out analyses here. “We were the first to use this technique in the Cathedral of Santa María in the Basque capital city of Vitoria-Gasteiz, together with Giorgio Croci”, he stated. Moreover, they have examined the walls of Hondarribia in the neighbouring province of Gipuzkoa, and will shortly start on the analysis of their state of conservation, and on the consolidation of and intervention in the monastic site at Sasiola in Deba, in the same province.

Conservation of Sasiola

“The current state of Sasiola would make you cry”, complained Dr Sánchez Beitia. “Two of the vaults have caved in and the third is full of cracks”. Luckily, the situation of this heritage site is improving thanks to the fact that the Gipuzkoa provincial Government is going to carry out an intervention. “Our team is taking part in this project as a body associated to the architectural study which received the adjudication”, explained the researcher. With this project an exhaustive analysis of the state of conservation was made in order to be able to to project the future intervention at Sasiola in the most suitable manner.

Sasiola was a strategic point in Gipuzkoa until the XVIII century, its Franciscan monastery being a landmark on the coastal Camino de Santiago route and a contemporary of the better-known one in Aranzazu. It used to be an important trading centre, being a meeting of the commercial ways between Castille and the coast and the trading routes to the West Indies. With time and, above all, after the disentailment of the Church lands at Mendizábal, it fell into disuse. “There is a serious structural problem there and it could cave in at any moment”, suggested Mr Sánchez Beitia. “I go there a lot and every year I take a group of PhD students so they can get to know it”.

Scientific treatment of the analysis

Santiago Sánchez Beitia underlines the lack of awareness about these intervention processes “having to be based on a scientific treatment integrated into international scientific currents. For some time now Italy and Belgium, for example, have had a scientific treatment protocol for conservation analysis, but here, until recently, we have been on the margins”, pointed out the Mr Sánchez Beitia. He explained that in Catalonia they accept the need of this type of analysis that tries to understand the monumental site in order to subsequently draw up a project, carry it out and undertake conservation. “In Italy a scientific treatment protocol for conservation analysis is a legal obligation. Here it is at the whim of the concern or otherwise of officialdom”, he pointed out.

Thanks to this type of analysis, to the new techniques, to the research, there are less and less buildings that cannot be intervened and recovered. “The Cathedral of Tarazona has been closed for years because it was thought irrecoverable and it now has a Intervention Plan Director. There is always a solution and we are evermore imaginative”, he concluded.


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Wednesday, January 07, 2009

One Basque Word At a Time

Thanks to The Atlantic we had the chance to learn about an outsider's experience about learning Euskara (the Basque language) in Euskal Herria, in Navarre to be more specific.

Here you have it:

The Basques reclaim their cultural identity, one word at a time

by Lisa Abend

Found in Translation

By the time I pull up to the farmhouse in the Spanish region of Navarre, the other students have already arrived. Waiting for lunch, we nervously pretend that we understand what’s going on. A blond woman whose name I can’t pronounce points to a bottle as she pours each student a glass and says, with exaggerated clarity, “Ardoa” (“wine”).

It’s the first word I learn at this barne­tegi, or Basque-language immersion school, and its ordinariness comes as a relief. Until now, as an American living in Spain, the only Basque words I’d managed to glean have to do with violence and power: ertzaintza (“police”), kale borroka (“street violence”), etarra (“terrorist” or “freedom fighter,” depending on your point of view). The media use the words every time an arrest, a demonstration, or an assassination—there was one in September—takes place. Indeed, most of what anyone in or outside Spain hears about Basques has to do with ETA, the radical group that has killed more than 800 people in the past 40 years in its quest for an independent Basque homeland.

“In the rest of Spain, they only talk about us as a problem—the Basque problem,” says Amaia Marin, who is attending an intermediate course at the barnetegi. She is Basque but doesn’t know Euskera, the Basque language, because it was not taught in schools when she was growing up. She doesn’t see herself as particularly political and thinks of independence as little more than “a pretty dream.” But she was driven to learn Euskera, she says, because “being Basque is the thing I’m most proud of in my life.”

Thousands of years old, Euskera has no links to any other known tongue, living or dead. That alone makes it the clearest sign of Basque identity. Franco sought to suppress the language during his dictatorship. In Spain today, when Basques enjoy greater autonomy than at any time since the 19th century, and when Spanish conservatives see that autonomy as a threat to national unity, the language remains a political issue. In some parts of Basque country, a town meeting held in Spanish is reason for protest, even vandalism; meanwhile, new laws that require 2,000 large businesses to offer their services in both Euskera and Spanish have triggered strong opposition outside Basque country. But for people like Amaia, Euskera is a way out of the Basque problem, a way to be Basque regardless of politics.

The number of Euskera speakers has risen in recent years, from 657,000 in 2001 to 775,000 (out of a total Basque population of about 3 million) in 2006. This growth can be attributed largely to schools—parents can choose how much Euskera training their children get, and the majority favor some education in their ancestral tongue. Yet 100,000 of those speakers have learned the language as adults. In my group, Celia and Maite are here because their employer—Microsoft—is expanding into Basque country, while Italian-born Nicoletta, Chilean Paula, and Spanish Dani are married to Basques and have signed up because their children are learning Euskera in school.

In class, we struggle through intro­ductions and learn to count to 10. (Actually, we learn to count to 100, but I’m so flustered by the compound words that I falter at the double digits.) We learn directions and body parts, including zakila (“penis”) and alua (“vagina”)—the Basques are nothing if not frank. In between lessons, we go for coffee in Bakaiku, a pretty mountain village west of Pamplona, where the stone houses are adorned with fat geraniums. It’s an idyllic place if you ignore the pro-independence graffiti and posters that spring up every night—one of which gives me my first thrill of comprehension: Euskal Herria Aurrera, “Forward With the Basque Country.”

No one teaches politics at the barne­tegi, but subtle messages slip in among the vocabulary words heavy with x’s and z’s. A geography lesson shows the Basque provinces without any boundary delineating the three in France from the four in Spain. And we get an explanation of the ancient fueros, laws that granted the Basques certain rights and privileges in exchange for loyalty to the kingdom of Castile.

But the rise in Euskera has not necessarily fed secessionist impulses. “The fact that you learn the language doesn’t mean that you’ll vote for a nationalist party,” says Xabier Monasterio, the director of pedagogy at the Gabriel Aresti school, which runs this barnetegi. Support for the conservative Basque Nationalist Party has stayed relatively constant over the past 10 years. So has the percentage of Basques who want independence from Spain (35 percent) over the past two decades.

“I love teaching Euskera, because it is the language of our people,” Monasterio says. “It’s who we are. It’s not better or worse than any other language—it’s just ours.” I think about his words during the last class, which we spend singing Basque songs. There are hymns to innocent love and odes to sailors, but the most moving song consists of just the words gueria da—“it’s ours”—repeated over and over. To the tune of “Hava Nagila.”

Lisa Abend is a writer living in Spain.


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Saturday, December 13, 2008

"Cool" Basqueness

This interview with Gloria Totoricagüena comes to us courtesy of EITb:

Basque-American teenagers need to learn it is cool to be Basque

Igor Lansorena - Released 12/12/2008

In an exclusive interview for eitb.com in Boise, Gloria Totoricagüena, a prominent researcher in the field of the Basque Diaspora, talks about the future faced by Basque communities in the United States.

One of the problems of maintaining the Basque culture and traditions in the United States is that, until five years ago, the definition of Basqueness was very traditional, Gloria Totoricagüena, a prominent researcher in the field of the Basque Diaspora, argues.

Gloria, born in Boise in the bosom of a Basque family, former Oinkari dancer and member of the Basque Center Euzkaldunak and Basque Museum and Cultural Center boards in Boise, knows very well what she is talking about.

"Accordion, 'trikitixas' (Basque diatonic button accordion) playing old songs, war songs, songs from the civil war. It was to maintain the culture of their parents and grandparents", Gloria says.

According to Gloria, who has seen her daughter Amaia grow up in the Basque block, go to Basque dancing, learn Basque songs and do some of the things she did, Basque-American teenagers need to see that "it is cool to be Basque, it is chic to be Basque". Teenagers need to see they can be Basque without having to wear a 'kaiku', she adds.

"When teenagers from Chino, from Reno, from San Francisco, when they come to Boise and they see five hundred other teenagers with 'txapelas' (Basque berets) and it is cool to wear a txapela dancing to Ene Bada, or dancing to Basque rock music, they would be like... oh, this is not something of my parents or my grandparents," Gloria explains.

When we talk about ethnic identity, Gloria thinks Basques in the United States need to realize that you can be Basque and modern at the same time, that you can be like the teenagers in the Basque Country.

"Sometimes, the parents and the grandparents, even people my generation, some people who are very traditional, would say they are not really Basque if they listen to rock music, they are American. If you go to the Basque Country and turn on the radio, and it is U2 and Cold play and Red Hot Chili Peppers, what is the difference between being in Los Angeles or being in Berriz?" she wonders.

For Gloria, there is not a problem with the stronger identity absorbing the weaker one. "Euskal Herria is connected to global culture. You can have traditional culture and global culture at the same time. We do not subtract Basque identity when we add global culture. We just add it," she argues.

However, Gloria sees there are some places in the United States where ties with the Basque Country are not as strong as in Boise, and where they don't speak Euskera, French or Spanish. In these cases, a sort of reconnection is needed to keep their Basque identity. "If those people can make a trip to Euskal Herria, if we have programs for teenagers to take them to the Basque Country and to make friends with people there, or people from the Basque Country to come here and live with families, they are much more likely to maintain that identity", Gloria says.

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Wednesday, November 26, 2008

Boise's Ikastola

This comes to us thanks to EITb:

Boise

Boiseko Ikastola, a dream come true

Igor Lansorena

Boiseko Ikastola, the only Basque preschool outside of the Basque Country, opened its doors in 1998 thanks to some parents' hard work. Ten years later, it is a dream come true.

One would never expect to find a Basque language school in the United States. However, Boiseko Ikastola, a Basque language immersion preschool in the capital city of Idaho, serves as an example of how Boise's Basque community grows stronger every day and remains devoted to keeping its links to the Basque culture alive.

Started ten years ago by a group of parents who wanted for their kids to have a chance to learn the Basque language, Boiseko Ikastola started with eight kids and some parents as teachers. Nowadays, they have two Basque native teachers, Irune and Goiuri, and sixteen kids split between two classes, including some who do not have any Basque heritage behind them. "A lot of people are interested in having their kids speak a second language", Mara Davis, director of Boiseko Ikastola, says.

Currently, Boiseko ikastola is fully settled and already planning a special celebration for its tenth anniversary. "We want to do something special for all the alumni and the kids that have been here for ten years, do something in the Basque block in springtime, do something for everybody to get together, see how they have grown, see people and the kids that were here before", Mara recounts.

According to Mara, routine and everyday problems in Boiseko Ikastola are the same as in other Basque schools, "common problems, behavior problems and discipline problems, the same as in any preschool, anywhere".

"Everyday, the morning classes are routine: colors, numbers, what is the weather like, and in the afternoons it is more arts and crafts, or we might watch a movie, or go for a walk. In the afternoon, it is more out of routine", the director recounts.

Other types of issues, such as funding or finding the teaching staff, have different solutions from a school in the Basque Country. Boiseko Ikastola receives a grant from the Basque Government, which Mara Davis is really thankful for.

"If we did not have those funds, we might not be able to function separately as an Ikastola for very long. We are so grateful for the money that comes from the Basque Government. We just do not have the enrolment that we would need to stand on our own substantially", she says.

The school also gets a grant from the Cenarrusa Foundation for Basque Culture, which, according to Mara, helps people who need financial help, about a couple of families every semester.

As for the task of finding teachers, Mara recognizes that it is the toughest part. "A lot of teachers that come over are young, they finish school and they only want to travel for a year, they want to experience something for a year, which is great, but on the other hand, the kids here, at the age they are, they need that consistency here, they need to see a friendly face every time they came to school, so it is harder on them, on the kids, because they see somebody new every year", Mara explains.

Expansion process

The Ikastola uses Saint Paul's Catholic Newman Center's building to carry out its activities because building safety regulations and health regulations prevented the Ikastola from starting at the Basque block ten years ago. However, moving there should not be ruled out in the future, if the expansion process of the Basque Center and the Basque museum ends up taking place and the same amount of space for the children can be provided.

"I would love it to be there, I would love to be part of the block. It would be nice to be down there, but we are happy with the space we have", Mara confesses. "We started here ten years ago and we have just have not found the space that we have here. We have two classes, a courtyard, a gym, a full kitchen, two offices, the computer room. So, it is really hard to find any space downtown that is as big as this or that is worth the money", she adds.

Boiseko Ikastola does not have any kind of communication with any other ikastolas in the Basque Country at the moment, but Mara admits that is one of the things she wants to start doing this year.

"I would love to be able to do it through Skype, or the webcam, or something like that but I would also like to put something together in videotape or cd-rom that we could send to them so that they could see what we do everyday and then possibly, get something back, so they know more about us and we know more about them. Maybe we are using the same curriculum, maybe we are doing the same things, so it would be nice to start communication", she says.


Hopefully this will act as inspiration for the Basque communities in Mexico, Argentina, Chile and Uruguay to come up with similar projects.

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Thursday, November 06, 2008

The Economist : A Basque-Phobe Media Outlet

There is not author to an article published by The Economist entitled "How Much is Enough?" so my guess that it is the editor is the one in the pay-roll of Madrid's Ministry of Propaganda.

There is so many lies and misconceptions in the article that it was simply impossible to avoid it, lets check it out. It starts out with some basic facts about Spain's political panorama but then it says this:

But this panoply of decentralisation has not placated the politicians in Catalonia, the Basque country and Galicia. That is because they never wanted café para todos: they wanted it just for themselves, as a recognition that they were different. They still want that, no matter that Spain is now an extraordinarily decentralised country in which the Basques, for example, enjoy a greater degree of home rule than any other region in Europe. Their demands make it difficult to draw up a stable and permanent set of rules.


The home rule enjoyed by the Basques is not equal to having its own statehood, with the right to issue its own passports, have its own national anthem, flag, army and police force, like any other independent state. And to long for all of these elements of a nation-state is protected by the UN's International Covenant on Civil and Political Rights. There is an "stable and permanent sent of rules" for the Check Republic and Slovakia, or for Estonia, Lithuania and Latvia, so why couldn't there be one for Euskal Herria (Basque Country), Catalonia and Galicia?

Catalan and Basque “nationalists” argue that unlike, say, La Rioja or Murcía, their territories are nations, not regions (nor “nationalities”, in the tortuous formulation of the constitution), and invoke history to support their claim. “Here the conflict dates from 1836,” insists Joseba Aurrekoetxea, a leader of the Basque Nationalist Party (PNV), referring to the Carlist war after which the central government revoked the Basques’ fiscal privileges (restored in 1979). “Catalonia was always distinct,” says Artur Mas, who replaced Mr Pujol as leader of CiU. It descends from the medieval kingdom of Aragón, and rebelled against Madrid in 1640 and in 1701.


Uh oh, shaky ground here, as it happens, Errioxa (called La Rioja by the Spaniards) was part of Navarre, known today as the Basque Country, so, as you can see, the author was a bit sloppy about the historic facts.

But maybe he got his facts from the one guy by the last name of Aurrekoetxea who despite belonging to a Basque political party knows little or nothing about Basque history. The conflict does not date to 1936, it dates to 1522 when as a result of a long war Castile was able to conquer the Basque kingdom of Navarre in its southern portion. The northern portion, today occupied by France, was able to remain a sovereign state until the 1800's, which debunks the misconception that the Basque Country was never an independent political entity and that the current conflict is of an internal nature involving only Madrid.

But Catalan and Basque nationalism are creations of the late 19th century. They stem from industrialisation, which made these the richest regions in the country, taking in migrants from elsewhere in Spain. At the time the Spanish state, unlike its French counterpart, lacked the resources to integrate the country, says Antonio Elorza, a Basque political scientist at Madrid’s Complutense University. Otherwise Catalonia and the Basque country would have been as content within Spain as Languedoc and Brittany are within France.


Oops! Again, Navarre (the Basque kingdom) was conquered after a long war (which means that the Basques strongly opposed the idea of losing their sovereignty) back in 1522, how can it be a creation of the late 19th century? Seems like the author has its centuries all mixed up.

Brittany and Languedoc are happy to be within France?!

Well, sounds like the anonymous author is in for a surprise, check this out:

Breton nationalism is the nationalism of the traditional province of Brittany in France. Brittany is considered to be one of the six Celtic nations (along with Cornwall, Ireland, Wales, the Isle of Man and Scotland). Like the nationalism of many neighbouring regions, Breton nationalism combines political as well as cultural aspects.

The political aspirations of Breton nationalists include the desire to obtain the right to self-rule, whether within France or independently of it, and to acquire more power in the European Union, United Nations and other international bodies.

Breton cultural nationalism includes an important linguistic component, with Breton and Gallo speakers seeking equality with French language in the region. Cultural nationalists also seek a reinvigoration of Breton music, traditions and symbols, and the forging of strong links with other Celtic nations. It should be noted that many Bretons who identify with cultural nationalism and Breton identity do not share the political aspirations of Breton political nationalism.

The French government's official position is to consider Brittany as a part of France, a position claimed to date from the time when the March of Neustria was controlled by Roland, but dating officially from the dynastic marriage in 1491 of Anne, Duchess of Brittany with the king of France. This could include a range of views, from allowing Brittany a devolved government to curbing wishes for independence through to the extremes of banning Breton nationalist parties entirely and the Breton and Gallo languages.


The information you just read is readily available at Wikipedia, and information source that the author of the article seems to ignore. Same goes for Languedoc and its Occitan nationalism. But let us get back to Euskal Herria and Catalunya:

Perhaps because the historic claim to nationhood is shaky, language has become an obsession for the nationalists. Franco banned the public use of Catalan, Euskera (Basque) and Gallego. The constitution made these languages official ones alongside Spanish in their respective territories. In Catalonia the official policy of the Generalitat (the regional government), under both the nationalists (some of whom are really localists) and now the Socialists, is one of “bilingualism”. In practice this means that all primary and secondary schooling is conducted in Catalan, with Spanish taught as a foreign language. Catalan is also the language of regional government. A Spaniard who speaks no Catalan has almost no chance of teaching at a university in Barcelona. A play or film in Spanish will not be subsidised from public funds. “If we don’t make a big effort to preserve our own language, it risks disappearing,” says Mr Mas.


Only backward minded people can see bilingualism as something negative. But what I really want to point out is just how cynical and hypocritical the author and his chorus of enablers are. Spain has the dubious record of being one of the countries that has oblitarated more cultures and language in the entire world. Because they had the military might, the Spaniards erased entire civilizations from the face of the earth. How dare they complain now because some of the nations still being held captive by their rancid colonialism are doing anything they can to preserve their culture and their language? Even the author mentions it, during the Francoist genocidal reign of terrror people were abducted, tortured and in many occasions executed for their work in behalf of Catalonian and Euskara, so please, next time an Spaniard complain that he can not get a job in Catalunya or Euskal Herria remind him about the millions of people that were murdered during the process of expansion of the Spanish language in America.

Catalan and Spanish are more or less mutually comprehensible. Not so Euskera, which does not belong to the Indo-European family of languages. The Basque government allows schools to choose between three alternative curriculums, one in Euskera, another in Spanish and the third half and half. But in practice only schools in poor immigrant areas now offer the Spanish curriculum. Despite these efforts, Basque and Catalan are far from universally spoken in their respective territories: only around half of Catalans habitually use Catalan and about 25% of Basques speak Euskera.


The Basque government allows parents to decide to which educational model they want to send their kids to, and as it happens, the public schools are the ones with the Spanish as a first language model, which means that Basque parents that wish for their kids to be educated in Euskera need to expend more money. Barely what you can call a biased policy against the poor and the immigrant. The last sentence in that paragraph is the reason why both Basques and Catalans need to strenghten their respective languages. I can tell the author that this world is better off with all of those languages instead of just a few of them. But the author writes in English, a language that is not in the endangered list, which comes to prove that he is just a supremacist like his bosses in Madrid.

But the big question is, why would anyone wish for Euskara to disappear? Like the author said, it is a language isolate that does not belong to the Indo-European branch like its neighbors, so, shouldn't Europeans be working together towards the preservation of such an unique language?

But wait, check this out:

The nationalists’ linguistic dogmatism is provoking a backlash. Earlier this year Mr Savater, the philosopher, together with a diverse group of public figures ranging from Placido Domingo, a tenor, to Iker Casillas, Real Madrid’s goalkeeper, signed a “manifesto” in defence of the right of citizens to be educated in Spanish. They were denounced as “Castilian nationalists” in the Socialist press. But they touched a nerve. Many thoughtful Catalans believe that Catalan would be safe if it remained the language of primary schools, but that Catalonia would gain much by allowing a choice between Catalan and Spanish in secondary schools.


Finally, the mastermind behind the article, no one else that pro-Franco and the mouth piece for the extreme right in Spain, "philosopher" Fernando Savater. No, the "manifesto" was not criticised by just the "Socialist press", it was criticized by human rights, civil rights and indigenous rights organizations all over the world. Linguistic dogmatism? Only Spain has applied such a concept, shall we remind the author about his own quote regarding Francisco Franco's policy towards Euskara, Catalonian and Galizan during his long dictatorship?

But Savater is not done yet, here you have another one of his venomous darts:

The argument about language is really about power. “The problem with nationalists is that the more you give them, the more they want,” says Mr Savater. What some of them want is independence; all of them use this as a more or less explicit threat to gain more public money and powers. The polling evidence suggests that no more than a fifth of Catalans are remotely tempted by the idea of independence. The figure for Basques is around a quarter, despite 30 years of nationalist self-government and control of education and the media, and despite the departure of around 10% of the population because of ETA’s violence, points out Francisco Llera, a (Socialist) political scientist in Bilbao.


Savater is the champion of Spanish nationalism, but he criticizes the other nationalisms, how consistent. But he is not alone, the guy by the last name Llera insists that not the Catalans nor the Basques want independence, so, why does Madrid oppose a referendum that would clear up things so violently? Both Aznar and Zapatero have threatened Ibarretxe with jail time for wanting to conduct a referendum regarding Basque self determination. Why are Spaniards so scared to learn the true numbers of Basque nationalism once and for all?

The article goes on, but the author just repeats itself in a vain attempt to make his point across.

Just another Basquephobe acting as a mercenary in behalf of Spain's colonialist nationalism.

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Tuesday, October 21, 2008

Light and Dark

This article comes to us thanks to Basqueresearch:

Throwing light on the dark side of the Universe

Although we may believe humans know a lot about the Universe, there are still a lot of phenomena to be explained. A team of cosmologists from the University of the Basque Country are searching for the model that best explains the evolution of the Universe.

We usually have an image of scientists who study the Universe doing so peering through a telescope. And, effectively, this is what astrophysicists de: gather data about the observable phenomena of the Universe. However, in order to interpret this data, i.e. to explain the majority of the phenomena occurring in the Universe, complicated calculations with a computer are required and which have to be based on appropriate mathematical models. This is what the Gravitation and Cosmology research team at the University of the Basque Country (UPV/EHU) is involved in: analysing models capable of explaining the evolution of the Universe.

Supernovas, witnesses to acceleration

One of the phenomena that standard models of physics have not yet been able to explain is that of the accelerated expansion of the Universe. Although Einstein proposed a static model to describe the Cosmos, today it is well known, thanks to supernovas amongst other things, that it is, in fact, expanding. Supernovas are very brilliant stellar explosions that, precisely due to this, provide useful data for exploring very distant regions of the Universe. By measuring the quantity of light that gets to us from a supernova, we can calculate its distance from us, and its colour indicates the speed at which it is distancing itself from us – the more reddish it is, the faster it is travelling. In other words, comparing two supernovas, the one that is distancing itself more slowly from us is a more bluish colour. According to observations by astrophysiscists, besides supernovas distancing themselves from us, they are doing so more and more rapidly, i.e. distancing themselves at an accelerated velocity, just like the rest of the material of the Universe.

Looking for dark energy

The energy known to exist in the Universe, however, is not sufficient to cause such acceleration. Thus, the theory most widely accepted within the scientific community is that there exists a ‘dark energy’, i.e. an energy that we cannot detect except by the gravitational force that it produces. In fact, it is believed that 73% of the energy of the Universe is dark. The dark energy debate is not just any theory: its existence has not been proved but, without it, standard models of physics would not be able to explain many of the phenomena occurring in the Universe.

So, what is dark energy exactly? What are its characteristics and have these properties always been the same or have they changed over time? These are questions, amongst others, that researchers at the Faculty of Science and Technology at the UPV/EHU, under the direction of Dr. Alexander Feinstein, are seeking to answer.

The unique characteristic of dark energy known to us is that it possesses repulsive gravitational force. That is, unlike the gravity we know on Earth, this force tends to distance stars, galaxies and the rest of the structures of the Universe from each other. This would explain why the expansion of the Universe is not constant, but accelerated. Nevertheless, this phenomenon can only be detected when achieving observationally enormous, almost unimaginable distances. This is why it is so difficult to understand the nature of dark energy.

The theory of phantom energy

To what point can the Universe expand? If this repulsive force is ever more intense, might it be infinite? This is one of the problems that the UPV/EHU researchers are focusing on. Such powerful dark energy is known as phantom energy, with which the Universe is able to expand to such an extent that the structures we know today would disappear.

This research group considers that the phantom energy model may be the most suitable to explain the accelerated expansion of the Universe. Amongst other things, the team has come to this conclusion after analysing the distribution of galaxies and the background microwave radiation which has inundated all of the Cosmos since shortly after the Big Bang. These waves travel in every direction and enable the exploration of what occurred at tremendously remote instants in time, moments close to the start of it all.

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Friday, October 17, 2008

Lineages in the Cantabrian Coast

This article comes to us via the Basqueresearch page:

Study confirms importance of lineages in the Cantabrian coast of the Bay of Biscay in the European genetic map

A PhD thesis at the University of the Basque Country (UPV/EHU) involved a detailed study of the maternal lines (mitochondrial DNA) of three autochthonous human populations in the Cantabrian coast area of the Bay of Biscay and which aimed to clarify the role of these populations in the postglacial recolonisation in Europe. The study, carried out by Dr. Sergio Cardoso Martín, confirmed the importance of the proposed H1 and V lines as well as considering lines J1c, U5b and T2b as significantly important demographic landmarks in the history of the evolution of European human populations.

One of the aspects that has sparked most interest in recent years in the field of Population Genetics is the postglacial repopulation of Europe that happened about 15,000 years ago. A great amount of this research has focused on the analysis of mitochondrial DNA or maternal lines, using them as a tool to assess the impact of large human migrations in the make-up of the genetic heritage of current European populations.

With his thesis entitled, “Diversity of the mitochondrial genome in autochthonous populations in the Cantabrian coast area: Traces of postglacial recolonisation in Europe”, Dr. Sergio Cardoso Martín explored the involvement of the Franco-Cantabrian populations of the Franco-Cantabrian refuge during the postglacial recolonisation of Europe, by analysing the variability of mitochondrial DNA. The Franco-Cantabrian refuge, extending from the south-east of France to the eastern end of the Cantabrian coast, is considered to have been the main settlement for groups of humans who arrived from the north of Europe during the last glacier age, in order to escape from the extremely adverse weather conditions.

Sergio Cardoso Martín has a degree in biochemistry and is currently working in postdoctoral research. His PhD thesis was directed by Dr.Marian Martínez De Pancorbo of the Department of Zoology and Animal Cell Biology at the Faculty of Pharmacy (UPV/EHU) and of the General Genomic Research Service: DNA Bank, and by Dr. Miguel Ángel Alfonso Sánchez, of the General Genomic Research Service: DNA Bank.

Looking for genetic markers

In order to carry out this research, an analysis was undertaken of a sample made up of 194 individuals belonging to three autochthonous populations from the Cantabrian coast: from the Arratia and Goierri valleys in the Basque Country, the Valley of Baztan in Navarre and from the Pas valley in Cantabria. The HVI and HVII segments from the mitochondrial DNA control region of the 194 participating individuals were sequenced. Moreover, the complete mitochondrial DNA for 43 of the individuals was sequenced with a twin objective: to reconstruct the development of the various maternal lines from the Franco-Cantabrian refuge area and to confirm the results of the analysis of the sequenced segments. The results of this analysis enabled the classification of the individuals under study into genetic families known as haplogroups. The frequency of the various haplogroups was also analysed - their spatial distribution throughout Europe and the age of the most recent common ancestor to the various lines was estimated.

Reduced genetic diversity

Most of the 194 individuals analysed presented mitochondrial haplogroups characteristic of the European populations. Additionally, very infrequent haplogroups were found and exceptionally individuals, carriers of a haplogroup of African origin, were found in the Pas Valley.

The most frequent haplogroup amongst our samples from the Basque Country and Navarre turned out to be H, and, more concretely, the subhaplogroup H1. Also notable amongst these two populations was the high frequency of the J1c line, and particularly in the case of the north of Navarre, lines U5b and T2b also registered notable frequencies. In the Pas Valley, on the other hand, the greatest frequency corresponded to haplogroup V. The adverse climate and the orography of the terrain would have favoured a marked isolation of the populations and, in consequence, a local genetic microdifferentiation that is reflected today in the predominance of some or other maternal lines in each of the analysed populations.

Apart from presenting caracteristic haplogroups, as regards diversity, the research showed that the three autochthonous populations studied were characterised by reduced values for genetic diversity with respect to other European populations, even with respect to the rest of the Iberian Peninsula. The populations of the Basque Country and the Pas Valley, together with that of Galicia, demonstrate the lowest diversity of lines within the European context. The population of the north of Navarre showed values within the range of European populations taken as reference. The author of this study has put forward these differences in mitochondrial genome diversity as being related to the lower isolation of northern Navarre, given the powerful influences of the presence of Romans, Arabs and Jews in the region, as well as its location on the pilgrim route to Santiago de Compostela.

The comparison undertaken with other European populations showed that certain mitochondrial haplogroups presented their maximum level of frequency in the area of the Franco-Cantábrico refuge. It can be deduced from these findings that the definitory mutations of these haplogrupos could have originated in the refuge zone, or otherwise could have been transported by humans who retreated from the north of Europe, thus substantially increasing their frequency subsequently as a consequence of the genetic drift, a phenomenon known as the “founder effect”.

Genetic markers of recolonisation in Europe

The study enabled the confirmation of the importance of lines H1 and V – the most abundant amongst the sample of analysed individuals – as genetic markers of the postglacial recolonisation from the refuges of southeast Europe. Also, the study’s findings showed that the T2b, J1c and U5b haplogroups constitute “paleolithic maternal lines”, well conserved to date and with relevant frequencies in the Franco-Cantabrian refuge area. This is why it is recommendable to include the area in future studies aimed at finding genetic tracks of the postglacial repopulation of Europe and at the evaluation of the impact of this grand demographic event in the reconstruction of the genetic patrimony of contemporary European populations.


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