000			01598cam a2200229 4500500
005			20250121092144.0
041			_afre
042			_adc
100	1	0	_aZirotti, Jean-Pierre _eauthor
245	0	0	_aThe Social Stakes of Bilingualism in French Schools
260			_c2006.
500			_a36
520			_aThis article seeks to account for the characteristics of French school policies as they have evolved over the years regarding the children of immigrant or minority groups. The constant preoccupation with integrating them into the national community, the only community that has any legitimacy in the Republican model “à la française”, tends – though it is somewhat of an illusion – to attribute the main responsibility for that integration to school. Consequently, different social, cultural and linguistic identities are denied or pushed into the margins of the system, as is the case for instance with the teaching of languages and cultures of origin (ELCO program). Despite numerous attempts to reform the system, the fear that community identities will strengthen runs against any positive treatment of bilingualism and cultural diversity, since the latter are identified with low-status groups.
690			_adomination
690			_aimmigration
690			_abilingualism
690			_aSocial and cultural otherness
690			_aschool policies
690			_aintegration
786	0		_nLangage et société | o 116 | 2 | 2006-06-01 | p. 73-91 | 0181-4095
856	4	1	_uhttps://shs.cairn.info/journal-langage-et-societe-2006-2-page-73?lang=en&redirect-ssocas=7080
999			_c513368 _d513368