Abstract
ABSTRACT This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students’ home languages and the language policies they would establish in their ideal schools. For that purpose, pre-service teachers’ (N = 56) written reflective tasks were analyzed through thematic analysis. Findings show that these future teachers would ideally design Basque immersion schools, with an increase of English-medium class hours, and would include mainly hegemonic majority languages such as German and French as optional foreign languages. Students overall show multicultural awareness and would include students’ home languages in their schools, although the ways to do so are rather superficial. Concerning language policy, students show divergent views on the use of L1 or the exclusive use of the target language in language learning.
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