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Relevant bibliographies by topics / Allophone students newly arrived in France

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Academic literature on the topic 'Allophone students newly arrived in France'

Author: Grafiati

Published: 25 May 2024

Last updated: 31 July 2025

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Journal articles on the topic "Allophone students newly arrived in France"

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Krüger, Ann-Birte, and Silvia Melo-Pfeifer. "Home-school relationship in the context of reception of newly arrived emergent bilingual pupils. A comparative and exploratory study between Hamburg (Germany) and Franche-Comté (France)." Nordic Journal of Language Teaching and Learning 12, no. 2 (2024): 346–62. https://doi.org/10.46364/njltl.v12i2.1295.

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This Franco-German exploratory and comparative study, rooted in the tradition of interdisciplinary qualitative empirical research (at the crossroads of sociology, language sciences and education sciences), aims at analysing and questioning the representations of the different actors concerning the reception of newly arrived allophone pupils and the home-school relationship in Germany (Gomolla 2009) and France (Asdih 2012, Lasne et al. 2021, Périer 2021), in two specific regions: Hamburg (Germany) and Franche-Comté (France), and in particular in pre-school/kindergarten and primary schools. We r

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Auger, Nathalie. ""Allophone" : trajectoire d'une catégorie aux prises avec la notion d'expertise." Travaux neuchâtelois de linguistique, no. 70 (January 1, 2019): 23–41. http://dx.doi.org/10.26034/tranel.2019.2901.

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The objective of this text is to question the category "allophone", which refers since 2012, in the circulars of the Ministery of National Education in France, to the children newly arrived in France. This category reveals the tensions, continuities and breaks that exist between different discursive worlds: that of research, that of the institution (teachers' discourses and practices) and that of politics. Methodologically, this work uses an approach of discourses where the phenomena of dialogism (Bres 2005, 2017) between these different spheres are involved. However, it is extremely complex t

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Soriano, Encarnación, and Verónica C. Cala. "What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain." Sustainability 11, no. 11 (2019): 3066. http://dx.doi.org/10.3390/su11113066.

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(1) Background. The increase in international conflicts and humanitarian crises has led to an increase in the movement of people to Europe. The legal and moral commitments of the European Union require the incorporation and integration of such refugees. In this sense, the school and its teaching staff are a key agent in the challenge of integrating newly arrived students. This research analyses attitudes towards inclusive European citizenship, the recognition of rights, and feelings of threat and affective reactions, experienced by future teachers towards refugees in France and Spain. (2) Meth

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Dissertations / Theses on the topic "Allophone students newly arrived in France"

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Cayet, Anne-Sophie. "La pratique philosophique avec des adolescents plurilingues : penser en langues dans une perspective interculturelle." Electronic Thesis or Diss., Paris 3, 2020. https://bsnum.sorbonne-nouvelle.fr/files/original/1338/6940/These_CAYET_2020.zip.

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Cette recherche-action interroge la didactique de l’interculturel et du plurilinguisme via une intervention innovante en milieu scolaire : la mise en oeuvre d’ateliers de philosophie avec des adolescents allophones nouvellement arrivés en France. La dimension existentielle et expérientielle de la pratique philosophique, ainsi que son organisation collaborative, favorisent le développement de dynamiques interculturelles qui évitent d’enfermer les individus dans des modèles culturels préconçus. Cette approche pédagogique appréhende les jeunes comme des sujets (pensants, agissants, critiques) et

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El, Shafey Ezzat. "Codes linguistiques et alternance de codes chez les immigrants égyptiens en France." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL071.

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Cette thèse étudie pour la première fois les pratiques langagières de la communauté grandissante des immigrés égyptiens en France. L’analyse morphosyntaxique a comme cadre la théorie insertionnelle Matrix Language Frame de Myers-Scotton (1993, 1997 et 2000). Nous constatons que les Égyptiens de la première génération recourent à l’alternance codique sans s’en rendre compte ou sans le reconnaître tandis que ceux de la deuxième génération sont conscients des caractéristiques linguistiques nées du contact des langues. De plus, la femme égyptienne, avec son rôle de maintien de l’arabe auprès de se

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