Représentations identitaires, socialisation langagière et compétences plurilingues des élèves allophones

Abstract

The objective of our study is to investigate the links between language learning and the development of plural identities among Newly Arrived Allophone Students. We assume that the description of the pathways of these young students identifies certain motivations surrounding the choice to maintain (or not) the family language(s) and which precede and guide the construction of plurilingual repertoires. We seek to establish whether the incorporation of a new language, French, and the central position of this language in the student's repertoire as the language of schooling, is likely to lead to a change in its ordinary representations towards a more or less dynamic conception of plurilingual competence as a structured set of partial and unbalanced competences, diversely acquired and solicited. Our option is to postulate that the discourses held by the actors of the education system on plurality are constitutive of the identity representations and plurilingual skills of the pupils. plurilingualism, allophone students, identity representations, inclusive education

Keywords

• plurilinguisme
• élèves allophones
• représentations identitaires
• inclusion scolaire