Apprentissage en UPE2A-collège en France : des dispositifs hétérogènes et contraignants pour les élèves migrants allophones

Abstract

Since the 1970s, French schools have gradually changed the way they deal with migrant learners. While the texts are moving in the direction of inclusion - both in the names of the structures and in the categorisation of learners - in the field, the methods used to achieve this are not always efficient. As schools alone cannot resolve inequalities in education (linked in particular to the geography of the territories and migratory flows), it seems necessary to rethink allophony in order to change the way teachers look at this specific and heterogeneous group and to renew their practices. While the class effect, the teacher effect and the importance of the school climate have all been demonstrated, the school effect, which is difficult to quantify, appears to be a lever for the efficient inclusion of foreign pupils.