L’intégration scolaire des enfants étrangers: du français de scolarisation à la compétence scolaire (l’exemple de l’histoire/géographie)

Teaching curriculum-based French ("français de scolarisation") to migrant children is not the only solution to their integration in the French educational system. But, considered from a praxeological point of view as an academic communicative skill, this hypothesis globally aims at enabling children to cope with their tasks as pupils within the framework of the French scholastic culture as such. Specifically dealing with history and geography in junior secondary schools, the focus of this study is teachers' and pupils' verbal and non-verbal actual behaviour. Its aim is to identify and systematise the kinds of interactional behaviour which are likely to strengthen migrant children's successful communication in French schools and subject-based activities.