Mieux connaitre la réalité sociolinguistique des familles mahoraises en métropole pour mieux accueillir leurs enfants en maternelle

Abstract

The situation of the Mahorese population living in metropolitan France is still poorly documented. A study carried out in the context of kindergarden in Franche-Comté highlights the sociolinguistic characteristics of these families, that are in a transcultural and postcolonial situation. The purpose is to initiate a process of interactions with school that promotes family legitimacy, educational collaboration and the conditions for school success. This knowledge may allow to develop pedagogical practices based on the multilingual language repertoires of parents and pupils, in order to promote the entry into school learning and language development.

Keywords

• didactics of plurilingualism
• languages transmission
• Mahorese intranational mobility
• kindergarten teacher training
• school family relationship