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Master Thesis

L’intégration des élèves allophones au sein du système scolaire français

Abstract : Allophone students, who recently came to France, are integrated in the school system by means of appropriate arrangements designed to provide them with the level in French that they need to continue their education at school. However, their subsequent inclusion in ordinary classes brings up questions, especially when it comes to young allophones who arrived, alone for some of them, as teenagers in France. The school system, as it guarantees the right to education for all young people, has a responsibility to provide appropriate support for this specific group of people, which can be complicated considering the multiple realities hidden behind the word "allophone". We chose to carry out interviews with young allophone who had been educated within adapted systems. This helped us understand the extent to which the difficulties they may have encountered are linked to the inclusion practices of the french school system, to the significant gap that may exist between their cultural codes and those with which they are confronted to, or to the choices they have made in constructing their school career.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02869300
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Monday, June 15, 2020 - 9:01:09 PM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM

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  • HAL Id : dumas-02869300, version 1

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Julie Lebaillif, Solène Nion. L’intégration des élèves allophones au sein du système scolaire français. Education. 2020. ⟨dumas-02869300⟩

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