De l’impact d’un dispositif d’« entraînement au langage » sur l’apprendre à parler des enfants de maternelle allophones

Abstract

Language lies at the heart of the school and the society concerns, mainly because it is the basis of learning issues. Within the school, multilingualism is a sensitive matter regarding 1) the representations it conveys, especially for children from low incomes family, 2) the teachers training and learning objectives in French proficiency. We tackle here the issue of language learning for non French-speaking children attending pre-schools as part of a language training program. We show that during the period of language acquisition it is not multilingualism the core of the problem but language stimulation that children are provided with.