Euskal hezkuntza sisteman eskolatutako marokoar jatorriko gazteak eta euskara

Abstract

Young immigrants grow up in the culture of the host society, their culture of origin is transmitted by their families, and they have to make choices constantly between the cultures they are offered. This work examines the language knowledge (first language(s), Basque and Spanish) of 11 young people of Moroccan origin living in the Basque Autonomous Community; their habits of use with these languages; the language models in which they were educated; the obstructive and facilitative factors they had at school in connection to languages; the transmission of their parents' first language; and, finally, the young people’ sense of belonging. A qualitative methodology was used in the research, and for data collection we used semi-structured interviews, as well as a content analysis technique to interpret the texts. Among many other factors, the results show that young people choose the main language of the host country (Spanish) and, as a result, Basque and their first language remain in the background. In terms of the language model, most young people were educated in model B, or switched to model B from model D. They encountered various difficulties in learning Basque at school, but they also value the support they received from their teachers. In terms of feelings of belonging, these young people have a bicultural identity (Suárez-Orozco; Suárez-Orozco 2003) because they are linked to both groups. These are, among other things, what these 11 young people told us about the process of socialization in the Basque Autonomous Community, both in their families, at school, and in connection with their friends’ languages, and which we will explain below.