Young Migrants and Plurilingualism in Schools

Fiona Smythe, Ph.D., Université de Bordeaux, is a postdoctoral researcher in comparative and inclusive education. Originally from New Zealand, she is interested in issues of equity in education in different countries, and how adaptive pedagogies can support culturally and linguistically diverse students.

Foreword: Languages in Interaction
 Martine Derivry-Plard
Foreword: The Language of Belonging and the Belonging of Language
 Paul Spoonley
Acknowledgements
List of Figures and Tables

PART 1: Education and Languages: Policies and Practices in France and Aotearoa New Zealand

Introduction to Part 1

1 Introduction: Situating the Research
 1 Empowering Immigrant Students
 2 An International Network of Multilingual Researchers
 3 Recent French and New Zealand Studies in How Languages Are Involved in L2 Acquisition
 4 Themes, Problematic, Hypothesis and Questions
 5 Aims, Researcher’s Views, Originality
 6 Terminology
 7 Practical Aspects of the Study
 8 Theoretical Aspects of the Research
 9 How the Research Is Achieved
 10 Conclusion

2 The Argument for Plurilingual Education
 1 Introduction
 2 Defining Bilingualism/Plurilingualism
 3 Plurilingualism: Definitions and Principles
 4 Implications for This Study of Newly-Arrived Immigrant Teens in France and New Zealand
 5 1970s Research: Foundations of Understanding Bilingualism
 6 Cognitive Advantages of Bilingualism
 7 Age of Arrival
 8 Conclusion

3 Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants: Cummins’ Theories, Second Language Acquisition, Plurilingual Education
 1 Introduction
 2 Cummins’ Theories
 3 Theories for Successful Second Language, Bi-/Plurilingual Education
 4 Bilingual Education in France and New Zealand
 5 Plurilingual Education Today?
 6 Acquisition of the Language of Schooling: Theories into Practice
 7 L1 Has a Role to Play in School Success: Theories into Practice
 8 Plurilingual Education Can Effect Change within Educational Environments: Theories into Practice
 9 Conclusion

4 Two Educational Environments—France and New Zealand: Comparing Educational Performance and Language Policies
 1 Introduction
 2 OECD and PISA Results
 3 Francophone and Anglophone Language Policies
 4 Conclusion: Two Educational Environments, Monolingual Language Policies

5 Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand
 1 Introduction
 2 Monolingualism or Language Diversity?
 3 France
 4 Aotearoa New Zealand
 5 Conclusion: Monolingualism or Language Diversity?
 6 Two Versions of Social Equity in France and New Zealand
 7 Social Equity: An Obstacle to Language Inclusiveness
 8 Conclusion: Two Versions of Social Equity in France and New Zealand
 9 Conclusion: Changes Signalled

6 Languages of Schooling: FLS in French Schools and EL in New Zealand Schools
 1 Introduction
 2 Backdrop to Languages in Education
 3 Aotearoa New Zealand: Bicultural View of Languages and Identities
 4 Conclusion: A Rights-based View of Languages in Education in Both Countries
 5 Languages of Schooling: FLS/EL
 6 Language of Schooling Objectives: FLS/EL
 7 Conclusion: Languages of Schooling: FLS/EL
 8 Conclusion: Different Approaches to Languages of Schooling

7 Teacher Education: Preparing Teachers for Working with Young Migrants
 1 Introduction
 2 How Are Teachers Prepared for Working with Young Migrants in Both Countries?
 3 Evolutions in Teacher Education
 4 Conclusion: Teacher Education for Working with Young Migrants

8 Types of Plurilingual and Intercultural Teaching and Learning
 1 Introduction
 2 Three Types of Plurilingual and Intercultural Education
 3 Conclusion: Types of Plurilingual and Intercultural Teaching and Learning

PART 2: Empirical Study/Field Research: 42 Newly-Arrived Immigrant Students and Their Languages in Two Schools—Bordeaux and Wellington

Introduction to Part 2

9 Methodology
 1 Introduction
 2 Aims and Objectives
 3 Three Terrains of Field Research
 4 Organisation of Field Research
 5 Terrain 1: Schools
 6 Terrain 2: Teacher Education Institutions
 7 Terrain 3: Agencies Working in Refugee Resettlement
 8 Conclusion

10 Quantitative Data on L1 (and Plurilingual) Language Production: Observations of 42 Newly-Arrived Immigrant Teenagers in FLS (UPE2A) and EL Classes
 1 Introduction
 2 Typology of L1 Production: Unauthorised and Authorised
 3 Testing the Hypothesis
 4 First Cycle of Observations of UPE2A Students in the French School
 5 Findings: First Cycle of Observations in the French School
 6 Discussion: First Cycle of Observations in the French School
 7 Summary
 8 Second Cycle of Observations of UPE2A Students in the French School
 9 Findings: Second Cycle of Observations in the French School
 10 Discussion: Second Cycle of Observations in the French School
 11 Summary
 12 First Cycle of Observations of EL Students in the New Zealand School
 13 Findings: First Cycle of Observations in the New Zealand School
 14 Discussion
 15 Summary

11 Comparison of Quantitative Findings: How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes in a French School (UPE2A/FLS) and a New Zealand School (EL)
 1 Introduction
 2 Methodology
 3 Global Data Comparison
 4 Comparison of Findings
 5 Further Questions
 6 Conclusion

PART 3: Conclusion: Young Migrants and Plurilingualism in Schools—A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand

Introduction to Part 3

12 Conclusion to Findings
 1 Introduction
 2 The In-schools Study
 3 The Main Questions
 4 Testing the Hypothesis/Outcomes
 5 Looking Forward: Addressing Power Imbalances and Inequity through Education

Index

Teachers, teacher educators, university students and academics interested in the benefits of plurilingual and intercultural education, especially those from France and New Zealand, and anyone interested in comparative politics or comparative education in anglophone and francophone contexts.