Since the 1970s, Canadian studies, particularly those of Cummins (1976) and Bialystok (1991), have focused on the question of the language component of migration at school, particularly in didactics. These studies have documented the dynamics of possible languages to counter an “immersive” and therefore submersive vision of the learning of the language of schooling which favors school failure. It is in this vein that we place ourselves with the project we are developing here concerning pluriliteracy and the use of children’s literature in elementary school in France and Canada.
Langage et migration : perspectives pluridisciplinaires is published at Éditions Lambert-Lucas »