Thus, the native language of just under two thirds of all immigrant students in the education system is different from the official languages of the ARBC. This increase in language diversity, as well as in cultural and social diversity and diversity of educational experiences, changes the way we must act in order to respond satisfactorily to the needs of both students themselves and their families.
In the first programme (Basque Government, 2004), which formed part of the 1st Basque Immigration Plan, special emphasis was placed on the need to ensure oral and written fluency in the official languages of the ARBC (Basque and Spanish), as well as on immigrant students' induction into the school curriculum and their gradual increase in personal autonomy, both at school and in society in general.
Its contribution to the field is based on two main aspects: 1) it analyses the expectations of both form tutors and immigrant families throughout the whole Autonomous Region of the Basque Country (ARBC), by means of a representative sample; and 2) it analyses not only academic expectations (the most commonly studied kind) but also professional expectations and expectations related to languages (Basque, Spanish, English and native language) and social relations.
The study's main aim was to identify any differences which may exist between the academic, linguistic and social expectations of form tutors and immigrant families in relation to primary school students in the ARBC. The specific aims were:
The sample group comprised 302 immigrant parents currently living in the ARBC who have children enrolled at primary level in the Basque education system, as well as the form tutors of those children.