Translanguaging in French Classrooms: Enhancing Inclusion for Multilingual Students

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[...] One of the most intriguing aspects of the translanguaging practice is its potential to promote educational inclusion of multilingual students. By recognizing and valuing the linguistic diversity of students, this approach can contribute to creating an inclusive educational environment where each student feels valued and recognized (Cook, 1995). However, it is crucial to explore to what extent this practice actually promotes educational inclusion, taking into account the complex power dynamics and linguistic hierarchies that may still exist in classrooms (Auger, 2005)7. [...]

[...] What policies and measures are implemented by schools to support and encourage the use of translanguaging as an educational practice, and to what extent do these initiatives contribute to the inclusion of multilingual students ? 5. What is the role of multilingual students' families in promoting translanguaging and supporting their children's language learning, and how does this affect their integration and academic success ? 6. How does translanguaging influence the acquisition of French and the development of identity of multilingual students, and to what extent does it contribute to their social and cultural integration in the French educational context ? [...]

[...] We will also examine the observations and notes taken during our interactions with students and within the school environment. This analysis will enable us to better understand students' linguistic practices, group dynamics, teacher and peer reactions, as well as the contextual aspects that influence the use of translanguaging in the classroom. By cross-referencing these different data sources, we will be able to identify emerging patterns, points of convergence and divergence, and the implications for our research question. By combining these two methodological approaches, we will be able to deepen our understanding of translanguaging as a pedagogical practice and respond in a nuanced way to our research questions about its impact on educational inclusion and the language acquisition results of multilingual students in educational systems. [...]

[...] The consideration of multilingualism in UPE2A: stakes and impacts for the learning of French. UPE2A of the Toulouse-Lautrec college in Toulouse. [...]

[...] How can educational and linguistic policies in France be reformed to better support and encourage the use of translanguaging in classrooms, in order to improve educational inclusion and language acquisition outcomes for multilingual students ? These research questions aim to explore in depth the different aspects of the school integration of allophone students in France, highlighting the challenges, opportunities and best practices to promote their educational success and well-being. To answer the research questions formulated earlier, we will adopt a qualitative methodology that will allow for an in-depth and rich exploration of the realities experienced by newly arrived allophone students in France. [...]