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Master Thesis

L’entrée dans les apprentissages des élèves allophones non scolarisés antérieurement

Abstract : The number of allophone children who have not previously enrolled in school, and arrive in France after the age of 8, is small, but their schooling is a challenge: how to teach them to read, write, count, master the French language, so that they can integrate the normal curriculum with French-speaking students? The time of arrival at school is crucial: are they willing or afraid to go to school?
Several elements are at stake at the beginning of the learning process of these students and especially during the first weeks: representations, affectivity, the personal history of each student and the role of the French language.
Based on the case of two schoolchildren attending a specific school, staying in an emergency accommodation center, data was collected during interviews with the children and people close to them: parents, teachers, social workers. Class observations, during an audio-visual workshop, backed this information up.
After their analysis, it appears that the representations were built on information transmitted by people close to the children and emotionally linked to them. Their feelings develop from this affectivity, which is a key element in their discovery of school. Their emotions vary depending on the quality of their interpersonal relationships, especially with their peers. On the other hand, the beginning of their learning process is part of their personal history, without breaking the moment when they feel that they belong in the class and can lead to resilience. In a class intended for allophone students, mastering the French language does not necessarily speed up learning during the first weeks.
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Master Thesis
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Submitted on : Monday, December 6, 2021 - 4:00:29 PM
Last modification on : Wednesday, December 8, 2021 - 3:46:12 AM
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Stéphane Paroux. L’entrée dans les apprentissages des élèves allophones non scolarisés antérieurement. Linguistique. 2021. ⟨dumas-03467618⟩



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