Enhancing French Language Acquisition among Allophone Students through Translanguaging Practices in UPE2A Settings
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French second language, allophone students, linguistic diversity, translanguaging, bilingual education, language learning, UPE2A, James Cummins, multilingualism, language minority students
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Discover the power of linguistic diversity in education: Learn how Units for Pedagogical Arranging Allophone Students (UPE2A) help non-native French speakers master the language while valuing their native tongues. With 77,435 newly arrived allophone students in France in 2021-2022, research by sociolinguists like Cummins and Garcia shows that bilingual education enhances learning outcomes and promotes social inclusion. Explore the benefits of translanguaging practices and the importance of recognizing students' multiple linguistic skills to boost French language acquisition.
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[...] Raisons Politiques, N° 49-68. [...]
[...] (2009). https://doi.org/10.4000/books.ined.1013 Cummins, J. (undated). The Influence of Bilingualism on Cognitive Growth : A Synthesis of Research Findings and Explanatory Hypotheses. Working Papers on Bilingualism, No https://eric.ed.gov/?id=ED125311 Cummins, J. (1981), "The role of primary language development in promoting educational success for language minority students", in Schooling and Language Minority Students. A Theoretical Framework", Los Angeles, California State University Von Busekist, A. (2014). Passion for language and recognition. [...]
[...] (2021). The work of inclusion in UPE2A: exile in language, a point of support for meeting the other. The New Review - Education and Inclusive Society, 2021/5 (N° 91). Castaingts, É. (2022). UPE2A, OEPRE: behind the acronyms, welcoming migrants to school. Hommes & Migrations 21-29. https://doi.org/10.4000/hommesmigrations.14514 Scolarising the allophones, a still fragile and insufficiently evaluated policy - Senate. ( March). [...]
[...] They indicate almost all 4 that if they love the school as much, it's thanks to the UPE2A. Among the reasons mentioned, the fact of making friends, being recognized and being able to learn better. Regarding the school in general, F made it known that in the early days, he had been able to feel 'strange' because he had no friends and did not speak French. However, since then it has gotten better. They all signaled a great desire to make friends and friends. [...]
[...] We have also and essentially been able to show that the translanguaging practices allowed these students to develop meta-methodological skills, enabling them to cognitively organize the learning of a new language, in accordance with the theories developed by Cummins. Bibliography 77,435 newly arrived non-native speaking students enrolled in 2021-2022: nine out of ten benefit from linguistic support or schooling in a specific device. (s. d.). Ministry of National Education and Youth. https://www.education.gouv.fr/77-435-eleves-allophones-nouvellement-arrives-scolarises-en-2021-2022-neuf-sur-dix-beneficient-d-un-378338 Mendonça Dias C. (2020). 'Didactic implications of the appropriation of French over a school year, by non-native speaking students', in Mendonça Dias, C., Azaoui, B. [...]
