Young Migrants and Plurilingualism in Schools

A Comparative Study of Language Diversity Within Education Systems in France and Aotearoa New Zealand
Erscheinungsjahr 2024
ISBN: 978-90-04-70764-1
Verlag: Brill

Buch, Englisch, Band 2, 384 Seiten, Format (B × H): 156 mm x 236 mm, Gewicht: 585 g

Reihe: Comparative and International Education: Francophonies

In many parts of the world, there is a growing interest in how existing linguistic knowledge is involved in the acquisition of further languages; in particular how learning the language of schooling can be improved through inclusion of students’ home languages. This theme gathers around it a rich international network of multilingual researchers interested in promoting the benefits of bilingual and plurilingual education, the recognition of linguistic and cultural diversity in schools, and strategies for supporting young migrants to succeed in schools.

Young Migrants and Plurilingualism in Schools: A Comparative Study of Language Diversity within Education Systems in France and Aotearoa, New Zealand presents findings from the author’s Ph.D. study carried out during 2017–2019 with young migrants and their teachers in France and New Zealand. These findings provide evidence for plurilingual learning spaces as improving student participation, interaction, sense of wellbeing and social cohesion—all elements of democratic coexistence in culturally and linguistically diverse societies.

Autoren/Hrsg.

Smythe, Fiona

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik

Inhaltsverzeichnis

Foreword: Languages in Interaction

Martine Derivry-Plard

Foreword: The Language of Belonging and the Belonging of Language

Paul Spoonley

Acknowledgements

List of Figures and Tables

PART 1: Education and Languages: Policies and Practices in France and Aotearoa New Zealand

Introduction to Part 1

1 Introduction: Situating the Research

1 Empowering Immigrant Students

2 An International Network of Multilingual Researchers

3 Recent French and New Zealand Studies in How Languages Are Involved in L2 Acquisition

4 Themes, Problematic, Hypothesis and Questions

5 Aims, Researcher’s Views, Originality

6 Terminology

7 Practical Aspects of the Study

8 Theoretical Aspects of the Research

9 How the Research Is Achieved

10 Conclusion

2 The Argument for Plurilingual Education

1 Introduction

2 Defining Bilingualism/Plurilingualism

3 Plurilingualism: Definitions and Principles

4 Implications for This Study of Newly-Arrived Immigrant Teens in France and New Zealand

5 1970s Research: Foundations of Understanding Bilingualism

6 Cognitive Advantages of Bilingualism

7 Age of Arrival

8 Conclusion

3 Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants: Cummins’ Theories, Second Language Acquisition, Plurilingual Education

1 Introduction

2 Cummins’ Theories

3 Theories for Successful Second Language, Bi-/Plurilingual Education

4 Bilingual Education in France and New Zealand

5 Plurilingual Education Today?

6 Acquisition of the Language of Schooling: Theories into Practice

7 L1 Has a Role to Play in School Success: Theories into Practice

8 Plurilingual Education Can Effect Change within Educational Environments: Theories into Practice

9 Conclusion

4 Two Educational Environments—France and New Zealand: Comparing Educational Performance and Language Policies

1 Introduction

2 OECD and PISA Results

3 Francophone and Anglophone Language Policies

4 Conclusion: Two Educational Environments, Monolingual Language Policies

5 Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand

1 Introduction

2 Monolingualism or Language Diversity?

3 France

4 Aotearoa New Zealand

5 Conclusion: Monolingualism or Language Diversity?

6 Two Versions of Social Equity in France and New Zealand

7 Social Equity: An Obstacle to Language Inclusiveness

8 Conclusion: Two Versions of Social Equity in France and New Zealand

9 Conclusion: Changes Signalled

6 Languages of Schooling: FLS in French Schools and EL in New Zealand Schools

1 Introduction

2 Backdrop to Languages in Education

3 Aotearoa New Zealand: Bicultural View of Languages and Identities

4 Conclusion: A Rights-based View of Languages in Education in Both Countries

5 Languages of Schooling: FLS/EL

6 Language of Schooling Objectives: FLS/EL

7 Conclusion: Languages of Schooling: FLS/EL

8 Conclusion: Different Approaches to Languages of Schooling

7 Teacher Education: Preparing Teachers for Working with Young Migrants

1 Introduction

2 How Are Teachers Prepared for Working with Young Migrants in Both Countries?

3 Evolutions in Teacher Education

4 Conclusion: Teacher Education for Working with Young Migrants

8 Types of Plurilingual and Intercultural Teaching and Learning

1 Introduction

2 Three Types of Plurilingual and Intercultural Education

3 Conclusion: Types of Plurilingual and Intercultural Teaching and Learning

PART 2: Empirical Study/Field Research: 42 Newly-Arrived Immigrant Students and Their Languages in Two Schools—Bordeaux and Wellington

Introduction to Part 2

9 Methodology

1 Introduction

2 Aims and Objectives

3 Three Terrains of Field Research

4 Organisation of Field Research

5 Terrain 1: Schools

6 Terrain 2: Teacher Education Institutions

7 Terrain 3: Agencies Working in Refugee Resettlement

8 Conclusion

10 Quantitative Data on L1 (and Plurilingual) Language Production: Observations of 42 Newly-Arrived Immigrant Teenagers in FLS (UPE2A) and EL Classes

1 Introduction

2 Typology of L1 Production: Unauthorised and Authorised

3 Testing the Hypothesis

4 First Cycle of Observations of UPE2A Students in the French School

5 Findings: First Cycle of Observations in the French School

6 Discussion: First Cycle of Observations in the French School

7 Summary

8 Second Cycle of Observations of UPE2A Students in the French School

9 Findings: Second Cycle of Observations in the French School

10 Discussion: Second Cycle of Observations in the French School

11 Summary

12 First Cycle of Observations of EL Students in the New Zealand School

13 Findings: First Cycle of Observations in the New Zealand School

14 Discussion

15 Summary

11 Comparison of Quantitative Findings: How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes in a French School (UPE2A/FLS) and a New Zealand School (EL)

1 Introduction

2 Methodology

3 Global Data Comparison

4 Comparison of Findings

5 Further Questions

6 Conclusion

PART 3: Conclusion: Young Migrants and Plurilingualism in Schools—A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand

Introduction to Part 3

12 Conclusion to Findings

1 Introduction

2 The In-schools Study

3 The Main Questions

4 Testing the Hypothesis/Outcomes

5 Looking Forward: Addressing Power Imbalances and Inequity through Education

Index

Über Autor(innen)

Fiona Smythe, Ph.D., Université de Bordeaux, is a postdoctoral researcher in comparative and inclusive education. Originally from New Zealand, she is interested in issues of equity in education in different countries, and how adaptive pedagogies can support culturally and linguistically diverse students.