Impact of French Language Learning on Social Integration of Immigrants: An Intercultural Approach
Download
Read an extract
Themes
French as Foreign Language, social integration, interculturality, language learning, immigrant integration, French language teaching, cultural diversity
Reader
Abstract
Extract
of 34
Abstract
Discover how French language learning fosters social integration for immigrated persons. This research explores the impact of interculturality in French courses on social integration, highlighting the importance of language mastery and cultural exchange. Learn about the challenges of teaching French as a foreign language and the role of intercultural approaches in promoting social cohesion. Explore the findings of a qualitative study conducted at the Maison de Quartier Chesnaie-Trébale, which demonstrate the positive effects of integrating interculturality into language learning. Understand how this approach can help learners decentre from their culture, build social links, and participate in the common social body.
Extract
[...] ROMAINVILLE Learning French and integration: evidence to question 2014, French & Society 26-27, EME & Intercommunications, Brussels and Fernelmont p. Report by Marinette Matthey, University of Grenoble Alpes, Lidilem. Language and society 140-142. https://doi.org/10.3917/ls.152.0140 A1, A2, B1, B2, C1, C2: what do these language levels correspond to? ( March). Service-Public.fr. https://www.service-public.fr/particuliers/vosdroits/F34739 Abdallah-Pretceille, M., & Porcher, L. (1996). Education and Intercultural Communication. Presses Universitaires de France - PUF. [...]
[...] Can you present yourself briefly? 2. How long have you been giving FLE / literacy classes? What motivated you to become a volunteer? 3. What is the level of French that you teach? Are these classes for beginners, intermediate, or advanced students? 4. What are the main objectives of your courses? 5. [...]
[...] Thus, I will present the different theories that explain how learning French influences the social integration of immigrants and define the key concepts to understand the challenges and opportunities of integration. In the third part, we will discuss the proposed research methodology. We will discuss the choice of the survey field, the justification of the methodology used, the selection and design of the data collection tools used. We will also examine the data analysis techniques employed as well as the methodological limitations and ethical issues related to the research. [...]
[...] According to the official website of the French administration (service-public.fr), 'level A1 corresponds to a basic user level (introductory or discovery level). Level A2 corresponds to a basic user level (intermediate or usual level). Level B1 corresponds to an independent user level (threshold level).' The literacy and FLE courses are different and do not address the same type of learners. The FLE courses at MQCT are addressed to people learning French who have already attended school, whose notions of reading and writing are acquired in their native language. [...]
[...] She tried to integrate an intercultural approach. For example, she notably talked with these women about the bigamy of men in Africa; they talked about the position of women in the family circle. She told me that during the literacy course, they realized that there were very big differences between the position of women in their culture in general and that of women in France. Moreover, she also uses shared meals to integrate an intercultural approach. She indicates that she tries to integrate intercultural when she can, but that it requires a certain level of fluency in French for it to work well. [...]
