Enhancing Sociocultural Integration in Basque Language Learning: Bridging Gaps in Traditional Textbooks with Digital Tools

Abstract

This study examines the integration of sociocultural components in Basque language instruction, particularly for international students in higher education who have no prior exposure to the cultural context of the language. An analysis of existing Basque textbooks reveals a misalignment with established pedagogical standards, from the broader Common European Framework of Reference for Languages (CEFR) to the specific sociocultural goals of the Basque government’s own curriculum (HEOC), as these materials often presuppose familiarity with Basque culture, resulting in decontextualised activities that fail to engage learners effectively. Qualitative interviews with Basque instructors in the United States support these findings, emphasising the need for supplementary teaching methodologies to bridge gaps in cultural content. To address this issue, a pedagogical intervention was carried out with higher education students using Facebook as a virtual community of practice. The findings indicate that digital platforms provide dynamic, contextual learning opportunities that enhance both linguistic and sociocultural dimensions, leading to greater student engagement and spontaneous knowledge acquisition compared to traditional textbooks. This research highlights the importance of integrating digital tools into Basque language education to better align with contemporary teaching methodologies and improve cultural understanding.