Comparison of Quantitative Findings: How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes

Fiona Smythe

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Chapter 11 Comparison of Quantitative Findings

How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes

In: Young Migrants and Plurilingualism in Schools

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Fiona Smythe

Fiona Smythe
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Type:: Chapter

Pages:: 328–345

DOI:: https://doi.org/10.1163/9789004707665_013

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Abstract

This chapter compares findings from quantitative data on L1 and plurilingual language use amongst 42 newly-arrived immigrant teenagers in their language of schooling learning, collected from 52 hours of observation of FLS and EL classes in the participating schools in Bordeaux and Wellington, over 2 years (2017–2019). The main aim of the field research part of this project was to directly observe the experiences of newly-arrived immigrant teenagers in schools, in order to compare how two education systems (French and New Zealand) manage the school-based learning and integration of these students, particularly in terms of language inclusiveness and learning the language of schooling.

This schools-based part of the field research examines these two factors—(1) learning processes in language of schooling classes, and (2) integration into the school system—through the lens of plurilingual and intercultural approaches to education (as defined and discussed in Part 1, Chapters 2 and 8). The rationale for this experimental research approach is to test the hypothesis that educational environments that allow space for plurilingual learning approaches create a platform from which to improve learning processes, engagement and construction of knowledge, thereby encouraging more effective learning for newly-arrived immigrant students, by observing the learning behaviours and in-class experiences of newly-arrived immigrant teenagers in two different educational settings (France and New Zealand). How these two educational settings create particular learning contexts may condition the experiences of immigrant students, with the effect of either reducing barriers to language of schooling learning and school integration, or exacerbating difficulties in learning and integration. Findings from the 3 Cycles of observation (2 Cycles in the French school, 1 Cycle in the NZ school) are compared and discussed in this chapter.

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Young Migrants and Plurilingualism in Schools

A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand

Series: Comparative and International Education: Francophonies, Volume: 2

Cover Young Migrants and Plurilingualism in Schools

E-Book ISBN:: 9789004707665

Publisher:: Brill

Print Publication Date:: 27 Sep 2024

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Chapter 11 Comparison of Quantitative Findings

How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes

Abstract

Citation Info

Share link with colleague or librarian

Young Migrants and Plurilingualism in Schools

A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand

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