L'intégration des élèves allophones dans un contex..
L'intégration des élèves allophones dans un contexte de décrochage scolaire
Start date: Jun 1, 2015,
End date: May 31, 2017
Our Erasmus + project is based on the difficulties of our secondary school to efficiently deal with the integration of foreign pupils and the issue of underachievement.
Our secondary school is an urban establishment situated in an underprivileged district with 478 pupils aged from 12 to 15, divided into 20 classes in which 55 teachers and 28 members of the non teaching staff are working .
The secondary school is located in Clermont-Ferrand, in the “département” of the Puy-de-Dôme, in the Auvergne region in France.
A structure already exists to supervise these foreign pupils with two groups FLE (that is, French taught as a foreign language) : the first year -10 hours a week and the second year-5 hours a week. It must adapt to a steady increase in the number of pupils and offer teaching approaches and quality educational tools within a school which fosters an opening onto the world.
The applicants to the project are 5 teachers teaching 5 different subjects (History-geography, Mathematics, Spanish, French as a foreign language, Italian), as well as the school’s deputy headmaster. All of them have already accompanied or organized school exchanges. Besides, some of them have had the occasion to live or work abroad, which testifies to their ability to adapt to foreign countries.
The realization that intercultural exchanges have an impact on the learning processes and on the construction of a socially responsible identity is the reason why these candidates to mobility have decided to apply for a joint Erasmus candidacy.
Before the project , some teachers registered on the eTwinning platform first establish numerous contacts with European colleagues who want to become partners. All along their exchanges , they had to identify common training needs. Nevertheless , their project makes a comparative approach a priority : the point is to compare three very different educational systems and the evolution of those systems , either as observers or as actors ( teaching missions, or professional training).
After examining the opportunities of exchanges on eTwinning , they decided to retain three exchange projects with Spain, Ireland and Latvia.
Indeed, it appears that these "partners" , especially as regards Spain and Latvia , which are confronted, like us, with the arrival of numerous foreign pupils and underachievement, constitute meaningful examples and are focusing their activity on genuine, innovative intellectual approaches, while avoiding artificial compensation mechanisms.
Furthermore, the geographical location , the history , the traditions, the ways of life, and political choices of these European partners are significantly different, which appears to us as a crucial element since our questioning issue is tightly linked to ''interculturality'' :
- Spain , Southern Europe , Iberian peninsula, roman language
- Ireland , Western Europe , celtic identity, gaelic irish
- Latvia , Northern Europe , Baltic country , baltic languages
The teachers have planned different types of activities: job-shadowing and teaching practice in Spain, English lessons in Ireland and training seminar (and school visits) in Latvia.
The mixture of two types of Spain should permit us at first to observe, to discuss and to exchange on our respective pedagogical practices.
The organized activities proposed by the SILC Center fit our needs very well, as they combine language courses, methodological courses, practice exchanges with other participants.
The seminar in Latvia, open to the english speaking participants, will sum up all the ideas acquired about the integration of foreign pupils and the issue of underachievement.
At the end of the project, we will waiting to see what impact this project will have on the participants themselves (pedagogical, linguistic, cultural improvement), on the secondary school and on the students. Long-term, use the results of this project will also be useful within the college itself, on the outside also virtually thanks to the continuous advancement in technology and ways of communication.
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