Provision For The Development Of The Linguistic Proficiency Of Young Immigrants

During the last 40 years or so, England and Wales and France have had to face the challenge of trying to educate a significant number of young immigrants whose mother tongue is not that of the host country. This paper compares and contrasts the approaches adopted and the measures taken to develop the linguistic competence of these young immigrants in the two countries, with particular reference to Toulouse in France and the London borough of Brent in England. Initially segregationist, the approach in both countries is now more integrationist, particularly in Brent. The differences in approach and provision reflect the differing educational traditions of the two countries.

Published in Comparative Education

Volume 33, Issue 3, 1997

pages 395-409