1. Gérer l’urgence de la formation linguistique des élèves allophones : quelles priorités pédagogiques pour les lycéens nouvellement arrivés ?

Abstract

In the institutional decisions taken to send newcomer students to school, the temporal logic is not the only one at work: the number of French lessons, their frequency and duration have a strong impact on the success of allophone students in high school, faced with the urgency of graduating in two or three years after their arrival in France. We will illustrate these constraints and tensions through the example of our teaching context.

We will also make a content proposal for allophone high school students. In our thesis work, we developed an inventory of skills, discussing the notions of progression (Cuq, Puren, Coste), curriculum (Martinez, Perrenoud) and framework (Maurer, Vicher, Chauvigné & Lenoir). We will present here the methodological needs of newcomer students, insofar as the quick acquisition of these skills is one of the major challenges of teaching French in UPE2A high school.