Itziar Idiazabal, 2017: "¿Qué significa la escuela bilingüe para lenguas
minorizadas como el nasa yuwe o el euskera?",
Onomázein – N.º especial | Las lenguas amerindias en Iberoamérica: retos para el siglo XXI, 137-152.
Most of the young speakers of Amerindian minoritized languages are in fact bilingual due to
the overwhelming presence of dominant languages. Bilingual/multilingual schools are nevertheless
necessary to guarantee literacy to the speakers in their two languages and to ensurea future to the minoritized languages. But not all the bilingual schools achieve that goal. We
(Basque) are well aware from our own experience how important is the school to achieve
this aim, but we also know the difficulties it entails. In the North of Cauca (Colombia), in the
region of Toribío, two immersion schools in Nasa Yuwe language have been created in 2013
following the local demand and the impulse of ACIN indigenous association of the Nasa region.
Those Wasakkwêwe’sx schools are a real pedagogical challenge because the traditional
bilingual schools (the PEIB: programas de educación intercutural bilingüe) seem even unable
to preserve the knowledge transmitted by the families, and, as a result, the native language
In this paper we analyze the development of this school project thanks to the Basque-Nasa exchange program that has already an accumulated experience of three years. In order
to achieve success of a bilingual school with a minoritized language, we shall emphasize the
features of popular and local institutions concerned in the organization and support of the
experience and also the necessary interdisciplinarity of the task. To sum up, the bilingual
school can be conceived as a global initiative of development and an alternative to ensure
the survival of languages like Nasa Yuwe.