La scolarisation et la formation professionnelle comme voies d’intégration des grands adolescents immigrants

Lemaire, Eva

doi:10.4000/cres.202

cres

2011

DOI: 10.4000/cres.202

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La scolarisation et la formation professionnelle comme voies d’intégration des grands adolescents immigrants

Eva Lemaire

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2012

2023

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Pedagogical challenges in integrating refugee students in the Global North: A literature review

Radhouane

2023

Prospects

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For several years now, military conflict, climate change, lack of food, and other forces have compelled many people around the globe to leave their countries and live in exile. As shown by exponentially increasing statistics, children are leaving their homes, sometimes their families, and their schools. Once they arrive in a country of resettlement, they face the challenge of new schooling. To understand how best to support these exile communities and those who work with them—students, their parents, teachers, schools—I searched the international literature for the main challenges of schooling refugee students in resettlement countries in the Global North. This literature review identifies the variety of their profiles, the challenges related to pre- and post-migration experiences, as well as all the intertwined issues taking place within the school: language learning, relationships with the teacher and with other students, teacher training, etc. These challenges are numerous and their intertwining only makes them more complex. Understanding them therefore seems to be the basis of any action in support of refugee education.

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Pedagogical challenges in integrating refugee students in the Global North: A literature review

Radhouane

2023

Prospects

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Navigating plurilingual learning: An inclusive education approach

Smythe

2023

Euro J of Education

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Language experiences and linguistic knowledge of teenage migrants can be valuable resources for their continued language learning. Yet, home languages and existing plurilingual skills are often framed as obstacles to learning that tag young migrants as at risk of school failure in the context of monolingual education systems. This article draws on a comparative education study carried out in Aotearoa New Zealand and France in 2017–2019, observing young migrants' use of their languages in classroom learning. A total of 42 secondary students from a mix of asylum‐seeker, refugee, and migrant backgrounds participated, originating from 22 different countries and speaking 24 different languages. All of the students were in their first year of schooling in New Zealand or France at the time of the study. Findings draw on observations of how students made use of their existing knowledge of languages to (1) access learning in the language‐of‐schooling, (2) learn interactively through their home languages, and (3) navigate unfamiliar styles of teaching and learning, thus engaging with the unknown and developing behaviours for successful learning. Patterns across the cohort show that young migrants are adept at drawing on their existing language resources in learning. This suggests a re‐framing of success at school as not only outcomes, but also as defined by effective learning processes that young migrants put in place. As a result, this study suggests ways that teachers can work inclusively with young migrants through their languages, to support processes of learning that could lead to better educational outcomes.

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Portraits de mineurs isolés étrangers en territoire français : apprendre en situation de vulnérabilité

Lemaire¹

2012

Revue Internationale De l'Éducation Familiale

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Distribution électronique Cairn.info pour L'Harmattan. © L'Harmattan. Tous droits réservés pour tous pays.La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

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La scolarisation et la formation professionnelle comme voies d’intégration des grands adolescents immigrants

Cited by 3 publications

References 3 publications

Pedagogical challenges in integrating refugee students in the Global North: A literature review

Pedagogical challenges in integrating refugee students in the Global North: A literature review

Navigating plurilingual learning: An inclusive education approach

Portraits de mineurs isolés étrangers en territoire français : apprendre en situation de vulnérabilité

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