Ahozko Handia: murgiltze ereduko ikasleen estrategia elebidunak eta gaitasun soziolinguistikoa indartzeko aukera

Abstract

This contribution will analyze the experimentation of a Didactic Sequence (DS) to prepare the bilingual Basque-French Grand Oral (GO) assessment with students from the only basque immersive high school in Bayonne (Northern Basque Country). The oral assessment is performed in front of a two-member jury: one of the them is an expert in Basque literature whereas the other one does not speak Basque. In order to respond to this complex communicative situation, students need specific bilingual and sociolinguistic skills, that have been treated in the DS. After the experimentation, we have witnessed an increase in students’ bilingual strategies and their sociolinguistic awareness. Consequently, we will argue that DS can foster immersion students’ bilingual and sociolinguistic skills.