'Yes, but You Were Born in France': Practiced Language Policies with Culturally and Linguistically Diverse Students in an Elementary Classroom in France

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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16

US Department of State

Case Studies; French; Second Language Learning; Elementary School Teachers; Second Language Instruction; Student Diversity; Teaching Methods; Educational Policy; Social Integration; Cultural Differences; Elementary School Students; Foreign Countries; Language Attitudes; Language Usage; Educational Change; Teacher Education Programs; Public Schools; Language Planning; Teacher Student Relationship; Classroom Communication; Native Language; Grade 5; Multilingualism; Metropolitan Areas

10.1080/09500782.2022.2145902

0950-0782
1747-7581

This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies--such as curriculum and teaching practices perpetuated monolingual ideologies and an overall republican goal of integration--limited Catherine's practices in her work with CLD students. The study highlights the critical need for continuing reform in practices in teacher education and development in France, as well as in the ways that CLD students are served in French public schools.

As Provided

2023

EJ1392115