euskalarien nazioarteko jardunaldiak IKER - 1 - Euskaltzaindia

LINGUISTIQUE THEORIQUE - LINGUISTIQUE APPLIQUEE - ENSEIGNEMENT DU BASQUE
Linguistika aplikatuak hiru urrats eskatzen dizkigu:
1.° Deskribapena. Gramatika teoriaren arabera bere deskribapena egiterakoan,
sartu beharko ditu gure linguistak, sozio - linguistikako krirerio asko, gizarte jakin
honen edo horren artean delako mintzaira nola darabilten zuzen jakiteko (zer dialektu
edo/eta zer erregistro bereizitan). Gramatika deskribapen lan horiek erantzun beharko
diote behin galde honi: «Zer nolako mintzaira dugu behar irakatsi?». Bigarten
urratserako, badukegu horrela landugabeko gai nasaia.
2.° Hautapena. Delako ekai nasaiaren artetik hautapen bat egin beharko dugu
eta «syllabus» iduri bat bereizi. Galdera hau dugu alabaina: «Zer irakatsi?». Parametro
askori begi eman behar zaio: a) zer duen ikasleak baliagarri, lehen bai lehen mintza
ahal izateko. b) zer ezberdintasun duen mintzaira berriak ikasleak dakienarekin. c) zer
traba bereizi dukeen, ikasleak ezagutzen duen sistema hartarik hain urrun dagon
sistema berriak: ezen «Syllabus» delakoa . prestatzerakoan errazenaren ondotik
beharko da jatri zailena eta bakunaren ondotik korapilatsuena. Hiru kriterio hauen
oinarriak aurkituren ditugu: a)-rentzat mintzairaren beraren analisian - b)-rentzat
linguistika kontrastatuan - eta c)-rentzat huts era okerren analisian.
3.° Mailkapena. Hirugarrenik irakaskuntzaren gramatika bat prestatzekotan
«Syllabus»-aren edukina mailka-mailka jarri behar dugu. «Hautatu den ekaia nola
balia?», hauxe da orai galdea. Pedagogiako tresna bihurtu behar da «Syllabus»-a, edo
bederen ikusi nola bala daitekeen haten edukina ikasgelan (ikasleriarekilako
harremanak eta irakaskuntza orok dituzkeen problemak hor sartzen dira, psikolinguistikaren
ikuspegitik bereziki). Deus onik egitekotz, linguistika aplikatuaren bidetik sattu
behat da. Baina gaur arte, ikuspegi hortatik, euskararen alotrean ez da lanik batere
egin. Horrelako ikerketak baitezpadako ditugu, non ez dugun nahi datorren aldian
gure Ihardunaldien kezka nagusia gerta dadin: Euskararen marka datekela (-vitality).
Gure Unibertsitateak eta Eusko-Jaurlaritza berriak dute hitza.
SUMMARY
Two reasons have dictated my election: l) our language is flor being spread
according to the expected and desired pace, this phenomenon being accompanied by
numerous frustrations in motivated people, when they begin its learning; 2) considering
the bilingual people (7,9 % in Alava; .15,1 % in Vizcaya; 45 % in Guipuzcoa;
11 % in Navarre and 34,5 % in the north of the country), we cannot have too many
hopes. We must try not only to introduce the euskara into social spheres which have
forgotten it (a problem connected with the diglossia), but also to increase the number
of bilingual people in order to improve the relation between monolingual people
(Spanish or French) and bilingual ones (Spanish or French-Basque). This purpose,
wich comprises our whole community, is related with the kind of teaching we can
know to propose. This teaching must be restated on the base of a scientific
progtammation, what implies that the formation of the teachers must also be restated.
I accept that, although the teaching of a language contains certain variants which
cannot be controlled, there are many others that can be controlled. And the scientific
knowledge of a language offers a sum of scientific data about a language which can
guide the teacher's activity. My communication centres on the Applied Linguistics,
which is about the application of the linguistic knowledge to the teaching. Applied
Linguistics, which makes use of the results of the theoretical studies, appears as a
«consumer», but not as a producer of theories. It is an intermediary between
Theoretical Linguistics and Pedagogy (or Didactics) of languages (cf. scheme in the
communication). I point out that, in that scheme, the first level pertains to the political
sphere and the recovery of the euskara constitutes, at the present time, a political
problem. But, in the planning of its teaching, the three levels are involved. The
contribution of Linguistics is justified because this discipline, from the twentieth
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