Results
Title

Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif.

Authors

RISPAIL, MARIELLE; TOTOZANI, MARINE; VILLA-PEREZ, VALERIA

Abstract

In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.

Subjects

REFLEXIVES (Grammar); SCHOOL environment; SECONDARY school curriculum; FRENCH language; SERVICES for students

Publication

Glottodidactica, 2022, Vol 49, Issue 1, p157

ISSN

0072-4769

Publication type

Academic Journal

DOI

10.14746/gl.2022.49.1.10