How teachers construct language aware citizenship – a comparative study in multilingual classrooms with migrant pupils in France, Italy and Poland
Abstract
The integration of migrant pupils in European educational system has an institutional, academic and didactic issue. Teachers want these pupils get proficiency in the target language, in order to be involved and pursue their education. Thus, they need to take into account pupils’ knowledge, different skills, languages and cultures. In this presentation I compare the didactic arrangements put in place for the education of migrant pupils in France, Italy and Poland. I ask if and how teachers (in all subjects) manage the languages of origins in their multilingual classrooms to construct the language aware citizenship. Our study aims to identify if didactic practices depend on teachers’ linguistic backgrounds.