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[...] Accompany the student as a teacher As Eduscol reminds, «The teaching of French as a second language (or schooling) aims to: allow the student to access progressively to autonomy in the school context; to promote his integration in his surrounding environment7 » (Eduscol, 2019). In this, language support in FLE (French as a Foreign Language) is essential for the student to improve quickly in the French language. From then on, the teacher's accompaniment should not stigmatize the newcomer. A difference must be made so that the latter is not 'polluted' by the level of others in the language, but not the establishment of treatment. This is what Marcel Crahay and Gaëtane Chapelle confirm. [...]
[...] F has just arrived in France and does not speak French. He will benefit from FLE support.' Introduction As the guide for the schooling of newly arrived allophone students in France reminds us, 'is considered as as an allophone student newly arrived in France every student not schooled in France the previous academic year, who does not have sufficient mastery of school learning to immediately integrate a class in the ordinary curriculum4 » (Bernard, Lecocq, 2015). In fact, in light of this statement, it is immediately apparent to consider a different welcome in relation to a foreign student mastering the language. [...]
[...] Three case studies for future CPE students Case Study No. Listening and Assistance Subject: In the school establishment where you exercise your functions, during a break, two delegates from one of the classes under your responsibility come to ask you for advice about one of their classmates whom they know regularly consumes drugs. Asking for the utmost secrecy, they nonetheless alert you to the danger their classmate is facing and the urgency of finding a solution. Introduction As shown by Régis Rémy et al. [...]
[...] Therefore, as a CPE, in view of this situation, two types of reactions are required. The first, at the level of immediacy, is to confirm the confidentiality of the two delegates and assure them of their support. However, it is essential to corroborate this confidence with concrete elements before anything else. In this sense, speaking with teachers who have this student in class to see if they have noticed behaviors similar to drug consumption (red eyes, drowsiness or on the contrary too much energy, etc.). [...]
[...] Listening to a student is therefore giving him importance and putting him on an equal footing with the CPE. In fact, listening to a delegate who mentions a phenomenon such as drug use among a student legitimizes the responsibility of the student, all the more so if he is a delegate. However, limits exist. Indeed, first of all, and this is what constitutes the main limit, is the scope of the information, that is to say whether it should be believed or not. [...]
