Auswahl der wissenschaftlichen Literatur zum Thema „Enfants allophones nouvellement arrivés“
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Zeitschriftenartikel zum Thema "Enfants allophones nouvellement arrivés"
Boisjot Santana, David David. „Les enfants de l’exil et l’école française : le sujet“. psychologie clinique, Nr. 53 (2022): 178–86. http://dx.doi.org/10.1051/psyc/202253178.
Der volle Inhalt der QuelleLedard, Nadège, und Nicole Gadot. „L'hospitalité numérique, levier d'inclusion de l'élève allophone“. Diversité 196, Nr. 1 (2019): 133–38. http://dx.doi.org/10.3406/diver.2019.4865.
Der volle Inhalt der QuelleAdam-Maillet, Maryse. „Déverrouiller la réussite scolaire des élèves allophones“. Diversité 176, Nr. 1 (2014): 48–53. http://dx.doi.org/10.3406/diver.2014.8213.
Der volle Inhalt der QuelleClerc Conan, Stéphanie. „La scolarisation des enfants nouvellement arrivés en France“. Diversité 141, Nr. 1 (2005): 107–10. http://dx.doi.org/10.3406/diver.2005.2419.
Der volle Inhalt der QuelleOller, Anne-Claudine. „Dispositifs d’accueil : des logiques hétéroclites ?“ Diversité 153, Nr. 1 (2008): 167–70. http://dx.doi.org/10.3406/diver.2008.2940.
Der volle Inhalt der QuelleEstival, Françoise. „Aider les enfants migrants à apprendre à lire“. Diversité 166, Nr. 1 (2011): 191–96. http://dx.doi.org/10.3406/diver.2011.3473.
Der volle Inhalt der QuelleHuver, Emmanuelle. „L'évaluation des enfants nouveaux arrivants - Problèmes spécifiques ou problématiques transversales ?“ Diversité 169, Nr. 1 (2012): 175–81. http://dx.doi.org/10.3406/diver.2012.3611.
Der volle Inhalt der QuelleCastonguay, Charles. „L’orientation linguistique des allophones à Montréal“. Articles 21, Nr. 2 (25.03.2004): 95–118. http://dx.doi.org/10.7202/010123ar.
Der volle Inhalt der QuelleLaurence, Narajan Alex. „Les enfants nouvellement arrivés en France : éloignés du proche (l'école en France)“. Éla. Études de linguistique appliquée 168, Nr. 4 (2012): 431. http://dx.doi.org/10.3917/ela.168.0431.
Der volle Inhalt der QuelleDe Koninck, Zita, und Françoise Armand. „Entre métropole et régions, un même raisonnement peut-il soutenir un choix de modèles de services différent pour l’intégration des élèves allophones ?“ Diversité urbaine 12, Nr. 1 (04.11.2013): 69–85. http://dx.doi.org/10.7202/1019212ar.
Der volle Inhalt der QuelleDissertationen zum Thema "Enfants allophones nouvellement arrivés"
Kister, Paul Stéphanie. „L'enseignement du français langue seconde - langue de scolarisation (FLS / FLSco) aux élèves allophones arrivants accueillis en classe ordinaire à l'école élémentaire“. Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC008.
Der volle Inhalt der QuelleThis research aims at studying the representations of elementary school teachers about the specificities of the French language used at school, in order to guide and optimize the educational materials needed by allophone pupils recently arrived in France, included into ordinary classes. The first part of the thesis proposes an inventory of French teaching at allophone pupils immersed in an elementary school without any support. Next, some clarification of the concepts of French as a second language (FSL) and French as the language of schooling is done. It will help enlightening the analysis of the surveys of school teachers questioned about the specificities of French used at school, such as a specific communication language, a language as subject and a language of the other subjects. The collection and the analysis of the answers compose the second part of this thesis. The results obtained serve as a support to make didactic and pedagogical proposals to facilitate school inclusion of newly arrived allophone children, and also, of all pupils who have difficulties with French of / at school
Bignon, Matthieu. „Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning“. Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
Der volle Inhalt der QuelleThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
Hapel, Françoise. „L2 et EPS réunis dans un projet commun. Le cirque en CLIN. Quels effets sur l'apprentissage du français ?“ Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030093/document.
Der volle Inhalt der QuelleThis research is situated in the field of language teaching. It is based on an experience of teaching French through a circus arts project, conducted in a primary school with a group of children aged 6 to 11, recently arrived in France. The hypothesis is that circus activities through the emotions involved and the implied situations of communication lead to spontaneous speech and have a positive effect of L2 oral production. The steps of the project take into account the evolution of emotions developed in these artistic activities: - Move to feel moved - See and feel moved – Give to see for spectators to feel moved. The analysis of the tasks in the light of language acquisition theories leads to a better understanding of the impact of this project on learners’ oral production of French. The analysis of the oral production, the examination of the investment of learners in the project and of emotions they expressed, allow me to highlight certain elements of the link between emotion, investment and L2 acquisition. After measuring the scope and limits of this study, I can suggest a few perspectives and advice for the establishment of a circus project involving L2 acquisition
Cayet, Anne-Sophie. „La pratique philosophique avec des adolescents plurilingues : penser en langues dans une perspective interculturelle“. Electronic Thesis or Diss., Paris 3, 2020. https://bsnum.sorbonne-nouvelle.fr/files/original/1338/6940/These_CAYET_2020.zip.
Der volle Inhalt der QuelleThis action-research questions the didactics of interculturality and plurilingualism through an innovative intervention at school : philosophy workshops with allophone teenagers newly arrived in France. The existential experience of philosophical practice and its collaborative organization foster intercultural dynamics that transcend preconceived cultural models. This pedagogical approach considers young people as (thinking, acting, critical) subjects and contributes to their linguistic, educational, and social inclusion. Multimodal language mediations give symbolic access to the variability of world representations and emphasize the fundamental intraductibility of language. This observation implies considering the performative function of language, from a didactic point of view, while exploring the relations of meanings, through languages. The paradigm of intersectionality structures this research since we focus on what emerges at the crossroads of languages, thoughts et imaginaries. Philosophizing in languages, from an intercultural perspective, renders possible the collaborative invention of universal-singular thoughts and languages. The thesis proposes a humanistic and complex approach to the linguistic and socio-cultural creolization in educational settings and thus questions the ethical and socio-political dimension of the didactics of languages and cultures
Kádas, Timea. „L'intégration des élèves nouvellement arrivés en France dans l'espace scolaire français : langues, représentations, identités en contexte“. Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC022/document.
Der volle Inhalt der QuelleOur thesis focuses on newcomer students in France and aims at understanding how these students integrate into French schools and exploring the educational paths they tread. Thus, this study is based mainly on the analysis of the discourse of thirteen students concerning their learning and their school experiences. It is also based on the representations that these students have of themselves, others (French students, teachers), their learning in general, their learning of the French language in particular and the context in which this learning takes place. Our thesis also focuses on the students’ first languages and their role in the learning process. The link between language and identity has long been established by researchers from different disciplines. Therefore, we have tried to understand, through an autobiographical project based on the notions of multiliteracy and multimodality, how the first languages of the students can be taken into consideration in order to help them progress in both the learning of French and learning in general. We also considered the significance of such an approach in the reconstruction of these students' identities. Furthermore, in response to our initial question regarding how these students integrate into the French education system, we investigated two complementary perspectives: that of the institution through interviews with three teachers, three heads of school and two inspectors and that of the students’ families through questioning nine parents. The aim of this study is to contribute to the body of research on the role of migration in the French educational context and to provide a better understanding of the current educational challenges facing our globalized society
Mendonça, Dias Catherine. „Les progressions linguistiques des collégiens nouvellement arrivés en France : les facteurs de variabilité en didactique du français en tant que langue seconde et leurs incidences sur les compétences des apprenants“. Nice, 2012. http://www.theses.fr/2012NICE2018.
Der volle Inhalt der QuelleOur research focuses on determining the influence of French courses as a second language on the linguistic progress of 190 recent arrivals in France within the same academy during the scholastic year 2008-2009 : which level of achievement is acquired in their third year in France ? And what is it due to specifically ? We determine student profiles based on their initial evaluations conducted on their arrival in France. We then studied 80 special classes to understand the structural framework established by the national education level. We report the annual linguistic progressions, which concern the students of our group ; afterwards the French courses as second language are compared with the official requirements. To identify the linguistic level reached, in accordance with the Common European Framework of Reference for Languages, we based our findings on the test results of the Diplôme d’Etudes en Langue Française and a linguistic test taken by the students in their third year. The results are read in accordance with the factors of heterogeneity and the scholar conditions of learning, previously brought out. It appears that the threshold level B1 in writing is necessary to gain a chosen scholarly orientation. In order to achieve this, three years of learning is needed for non-French speaking pupils at the least and it must be considered that the progress depends mainly on the initial scholar competences. The French courses reveal that a program is possible despite the students’ diversity. In addition, the result of student with difficulty and teachers training asks that a pertinent curriculum should be created
Terrasi, Robert. „La formation à la littératie scolaire en L2 : une analyse sociolinguistique et didactique des dispositifs d’accueil linguistique pour collégiens allophones nouvellement arrivés en France et aux États-Unis“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA079.
Der volle Inhalt der QuelleStudies, and notably PISA 2009, have highlighted that foreign students enrolled in French schools significantly lag behind their French counterparts in terms of reading proficiency. This study postulates that grade-level reading proficiency is a pre-requisite to achieving in school and to having fair access to the curriculum. This is even more the case for adolescent second language learners enrolled at the secondary level, the student population on which this study is focused.Based on a qualitative paradigm, this work analyzes six language programs designed for second-language learner newcomers enrolled at the middle school level in France and in the United States. The study reveals and compares the practices used in these six programs for the teaching of academic literacy in L2. Literacy most generally comprises skills in both reading and writing. The focus of this study, however, is on academic reading. The programs have been analyzed from both a sociolinguistic and language-teaching perspective. First, the study examines the legislation in place in France and the United States, regarding the schooling of second language learners in these two countries. This section determines if these texts stipulate the reading skills that need to be developed and achieved by these students during their stay in, and before exiting, the language programs. It then examines the notions of literacy and academic literacy, and endeavors to determine the reading skills necessary for potential success in a mainstream middle school classroom. Lastly, the study examines the best practices, cited in the literature, for the teaching of academic reading to adolescent second language learners. It then investigates if, and how, these practices are incorporated into the six different language programs. Upon conclusion, results of the study revealed that these practices are relatively well incorporated in the American programs but, overall, are not widely used in the programs observed in France. The results also reveal that the teachers of French as a second language working in these programs significantly lack, compared to their American counterparts, research-based teaching materials and models, as well as means of assessment
Corny, Laurence. „Les discours d'enseignement en français langue seconde : le cas de la compréhension des textes expositifs d'histoire et de géographie par les élèves allophones nouvellement arrivés en France et scolarisé au cycle 3“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA095.
Der volle Inhalt der QuelleThe research is related to didactics of French as a second language in a schooling context. It is based on the study of expositive texts, those which synthetize the parts of knowledge to be acquired. Based on the analysis of a corpus of expositive texts taken from primary school Geography and History books, the research subject tries to define an explicit teaching approach adapted to skills and needs of newly-arrived allophone pupils.For that purpose, shared mixed factors in the audience, the context in which pupils attend school, characteristics of expositive texts (for which we provide a typology), and the process in reading comprehension as a second language will be deeply studied. The approach which will be then considered tends to be active and collaborative and has two essential steps : first an enrichment of the pupils' oral linguistic knowledge, then various activities enabling to apprehend the text such as expanding it, rephrasing it, highlighting linguistic phrases or moving them in the text, and finally developing syntactic complexity in a progressive way.In a third step, which will be complementary, the expositive text becomes the major medium to initiate allophone pupils to the study of the functioning of French language, bearing in mind that carried out learnings will constantly help reading comprehension throughout the lesson.The research also wants to contribute to the study of written teaching methods and a methodological thought concerning didactics of French as a second language in the French educational system
Faupin, Élisabeth. „Prendre la parole en classe, une gageure pour les élèves allophones arrivants : le cas des cours de français, mathématiques et histoire-géographie“. Thesis, Nice, 2015. http://www.theses.fr/2015NICE2009/document.
Der volle Inhalt der QuelleThis research deals with the study of verbal interactions in middle school classrooms for pupils who have recently arrived in France. Pupils who do not sufficiently master the French language get French lessons upon their arrival while attending other lessons in a regular middle school classroom. Nevertheless the academic failure of migrant pupils remains too frequent and researchers agree to say that the unsuitability emerges as soon as the pupils integrate regular classes.Our observations support this established fact. On the recordings we have made during French, mathematics, history and geography lessons, the allophone pupils participate normally in the exchanges when they are in the integration structure but never intervene without being invited to by the teacher in the regular classes. The EANA are not well prepared to schooling language. What do the methodologies of the FLS (French as a secondary language) and of the French language of the schooling propose? How can the pupils be trained to oral production and comprehension skills taking into account the particular context of the classroom?We have analysed the verbal interactions of a corpus of eighteen lessons in order to study the organisation of didactic exchanges in middle-schools, both in integration structures and regular classes. We are thus trying to determine which interactive context can help the beginner to start speaking, in order to propose some didactic ideas to prepare pupils to become actors in the interactive construction of the lessons to which they participate in
Beaugrand, Céline. „Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège“. Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
Der volle Inhalt der QuelleThe teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
Buchteile zum Thema "Enfants allophones nouvellement arrivés"
Stratilaki-Klein, Sofia. „Plurilinguisme et socialisation des enfants allophones nouvellement arrivés en France: des ambassadeurs en herbe“. In Literatur-, Kultur- und Sprachvermittlung: LiKuS, 147–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-61770-0_7.
Der volle Inhalt der QuelleStratilaki-Klein, Sofia, und Claudine Nicolas. „Discours de référence et (re)présentations du français langue de scolarisation. Les Élèves Allophones Nouvellement Arrivés ont-ils vraiment les mêmes chances de réussite et d’exercice de leur droit de citoyen ?“ In Les discours de référence sur la langue française, 45–70. Presses de l’Université Saint-Louis, 2019. http://dx.doi.org/10.4000/books.pusl.26372.
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