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Conduire une recherche sur la scolarisation d'élèves primo-migrants. Quelques enjeux et défis socio-institutionnels

Abstract : France, the number one destination for immigrants in Europe, and in the world second only to the United States, has for a long time faced the challenge of organizing the schooling of foreign children present on its territory. This schooling was mainly based on the acquisition of the French language, and often neglected the acquisition of nonlinguistic skills. The analysis of research literature on the educational needs of newly arrived immigrant pupils, and statistics about the educational results of pupils with special educational needs, reveal a paradox. This system led at the same time to selection, or even discrimination, but also to democratization. The categories of methods of action with these groups of pupils is characterized by lack of consistency. This lack is reflected in the inconsistent principles of public action. In particular, the authors highlight the focus on language, and criticize it in view of its effects. Likewise, the authors underscore the fact that the immigrant experience is not taken into account. The article concludes on the need to move away from the focus on mastering the French language, and to take into account several other factors, namely sociological and economic ones, which contribute to real paths to inclusion.
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Maïtena Armagnague-Roucher, Isabelle Rigoni. Conduire une recherche sur la scolarisation d'élèves primo-migrants. Quelques enjeux et défis socio-institutionnels. La nouvelle revue de l'adaptation et de la scolarisation, Éd. de l'INSHEA, 2016, Handicap, parole de témoin et parole d’expert : vers une co-construction des discours ?, pp.337-349. ⟨10.3917/nras.075.0337⟩. ⟨halshs-01404051⟩

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