Young Migrants and Plurilingualism in Schools : A Comparative Study of Language Diversity Within Education Systems in France and Aotearoa New Zealand / Fiona Smythe.

Format:

Book

Author/Creator:

Smythe, Fiona, author.

Series:

Comparative and international education series ; Volume 2.

Comparative and International Education ; Volume 2

Language:

English

Subjects (All):

Multilingual education.

Linguistic minorities.

Physical Description:

1 online resource (404 pages)

Edition:

First edition.

Place of Publication:

Leiden, The Netherlands : Brill, [2025]

Language Note:

English

Summary:

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.

Contents:

Intro

Contents

Foreword: Languages in Interaction

Foreword: The Language of Belonging and the Belonging of Language

Acknowledgements

Figures and Tables

Figures

Tables

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

Introduction to Part 1

Key Questions in Part 1

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

1. Introduction: Situating the Research

Abstract

Keywords

Key Questions

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

4.1 Themes

4.2 Problematic

4.3 The Hypothesis

4.4 The Main Questions for the Research on Young Migrants' Plurilingualism in Schools

5 Aims, Researcher's Views, Originality

5.1 Aims of the Research

5.2 Researcher's Views

5.3 Why Compare France and Aotearoa New Zealand?

6 Terminology

7 Practical Aspects of the Study

7.1 Time Frame

7.2 Schools and Participants

7.3 Methods of Data Collection

7.4 Human Ethics Statement

8 Theoretical Aspects of the Research

8.1 Comparative Education Model

8.2 Three Further Models: Inclusive, Ecological and Indigenous

9 How the Research Is Achieved

9.1 Part 1: Education and Languages-Policies and Practices in France and Aotearoa New Zealand

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

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

10 Conclusion

Notes

Abbreviations

References.

2. The Argument for Plurilingual Education

1 Introduction

2 Defining Bilingualism/Plurilingualism

2.1 Language Proficiency

2.2 Language Acquisition/Use over Time

3 Plurilingualism: Definitions and Principles

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

4.1 Sequential/Consecutive Learners

4.2 Circumstantial Language Learners

5 1970s Research: Foundations of Understanding Bilingualism

6 Cognitive Advantages of Bilingualism

6.1 Cognitive Flexibility

6.2 Metalinguistic Awareness

7 Age of Arrival

7.1 Age-Related Hypotheses and Theories of L2 Acquisition

7.2 Language Education and the Age of Exposure

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

8 Conclusion

Note

References

3. Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants

2 Cummins' Theories

2.1 Threshold Theory (1976)

2.2 Developmental Interdependence Hypothesis (1979)

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

2.4 Two Kinds of Language Proficiency: BICS (1979) and CALP (1999)

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

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

3.1 The Interaction Approach

3.2 The Interaction Approach: Attention and Feedback

3.3 Output

3.4 Implications of the Interaction Approach for This Study

4 Bilingual Education in France and Aotearoa New Zealand

5 Plurilingual Education Today?

5.1 Which Languages for Plurilingual Teaching and Learning?

5.1.1 Social Cohesion Objectives

5.1.2 A Language Inclusiveness Perspective.

5.1.3 Second Language Acquisition Theories

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 Aotearoa New Zealand

2 OECD and PISA Results

2.1 Definition of "Educational Environments"

2.2 OECD Findings on Schooling for Immigrant Students

2.3 PISA Testing: An International Measure of Education Systems

2.4 Comparing PISA Findings for France and New Zealand

2.5 Characteristics of Education Systems in France and New Zealand

2.5.1 Immigrant Students' Countries of Origin

2.5.2 Curriculum

2.5.3 Pedagogy

2.5.4 Diversity and égalité

2.6 Conclusion

3 Francophone and Anglophone Language Policies

3.1 Characteristics of Francophone and Anglophone Language Policies

3.2 New Zealand's Bilingual Language Policy and France's Centralised Language Policy

3.3 Where Do Immigrant Languages Find a Place?

3.4 Conclusion

4 Conclusion: Two Educational Environments, Monolingual Language Policies

5. Language Inclusiveness in Education: Implications for Immigrant Students in France and Aotearoa

2 Monolingualism or Language Diversity?

2.1 Theoretical Framework

2.2 Immigrant Populations in France and New Zealand

3 France

3.1 Languages of France's Immigrant Population

3.2 Plurilingualism in French Schools

3.3 Second Language Options in French Schools

4 Aotearoa New Zealand

4.1 Languages of New Zealand's Immigrant Population

4.2 Plurilingualism in New Zealand Schools.

4.3 Second Language Options in New Zealand Schools

5 Conclusion: Monolingualism or Language Diversity?

6 Two Versions of Social Equity in France and Aotearoa New Zealand

6.1 Plurilingualism as a Contemporary Social Reality vs. Monolingualism in Education

6.2 Where Are Languages within Education Policies for Immigrant Students?

7 Social Equity: An Obstacle to Language Inclusiveness

7.1 "Égalité" in France

7.2 "Social equity" in New Zealand

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

9 Conclusion: Changes Signalled

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

2 Backdrop to Languages in Education

2.1 France: Council of Europe Language Policies

2.2 Languages in Education/Languages for Education

2.3 Background

2.4 Three Perspectives on Languages in Education

2.5 Intercultural Dialogue

3 Aotearoa New Zealand: Bicultural View of Languages and Identities

3.1 Languages in Schools: In the Bicultural Context

3.2 Bicultural Perspectives on Languages in Education

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

5 Languages of Schooling: FLS/EL

5.1 FLS/EL Classes: Key to the Child's Success at School

5.2 Classes d'accueil in France

5.3 English Language (EL) Classes in New Zealand

6 Language of Schooling Objectives: FLS/EL

6.1 English Language (EL)

6.2 Français Langue de scolarisation (FLS)

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?

2.1 Initial Teacher Education

2.2 Local Languages and Initial Teacher Education

2.3 In-Service Teacher Development

3 Evolutions in Teacher Education

3.1 A Language Consciousness

3.2 CARAP Approaches to Working with Pluralities of Languages and Cultures

3.3 Employing Foreign Language Teacher Educators in INSPE on Fixed-Term Contracts

3.4 Plurilingualism and Teacher Education

3.5 Preparing Teachers for Working with Young Migrants at INSPE

4 Conclusion: Teacher Education for Working with Young Migrants

8. Types of Plurilingual and Intercultural Teaching and Learning

2 Three Types of Plurilingual and Intercultural Education

2.1 Biographical Approaches: Acknowledging Diversity and Mobility as Legitimate Life Pathways

2.2 Building Plurilingual and Intercultural Competence at School

2.3 School and Community Links That Promote Social Cohesion

3 Conclusion: Types of Plurilingual and Intercultural Teaching and Learning

Part 2: Empirical Study/Field Research: 42 Newly-Arrived Immigrant Students and Their Languages

Introduction to Part 2

Key Questions in Part 2

Chapter 9

Chapters 10 and 11

9. Methodology

2 Aims and Objectives

2.1 Observing Individual and Group Learning Strategies of Newly-Arrived Immigrant Students in Schools Related to L1 Use

2.2 Examining Teacher Education for Working with Newly-Arrived Immigrant Students

2.3 Understanding the Context of Support for Asylum-Seeker and Refugee-Background Students

3 Three Terrains of Field Research

4 Organisation of Field Research

5 Terrain 1: Schools

5.1 School Profiles.

5.2 Organisation of School Visits.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

90-04-70766-2

Publisher Number:

10.1163/9789004707665 DOI