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Master Thesis

L'inclusion des élèves allophones nouvellement arrivés dans les écoles françaises et suédoises

Abstract : Inclusive education is nowadays a national priority in the French and Swedish education. Adapting to each pupil‘s needs is a duty that each member of the educational community needs to implement. Thus, this thesis focuses on the inclusion of newly-arrived non-native speaking pupils in France and in Sweden. Thereby, this comparative study offers a new outlook on the way French and Swedish schools facilitate and experience the inclusion process of newly—arrived immigrants, by taking into account their language skills, but also thanks to, in France. the arrangements of Pedagogical Units for non-native speaking pupils (so-catled UPEZA) and, in Sweden, the access to Second Language classrooms. These specific classrooms allow the pupils to learn French or Swedish as a Second Language. Eventually, this research emphasizes the variety of pedagogical tools which serve in accompanying the non-native speaking pupils in their education. In order to see through this research, the collected data is based on a qualitative analysis, anchored on interviews and observations, both realized in France and in Sweden.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01658182
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Submitted on : Friday, October 12, 2018 - 10:09:35 AM
Last modification on : Thursday, June 18, 2020 - 4:35:37 PM
Long-term archiving on: : Sunday, January 13, 2019 - 12:15:03 PM

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Rébecca Razzano. L'inclusion des élèves allophones nouvellement arrivés dans les écoles françaises et suédoises. Education. 2016. ⟨dumas-01658182⟩

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