Eclairage sur le spectre des difficultés des élèves primo-arrivants allophones bénéficiant de mesures liées aux troubles de l’apprentissage et du langage. Comment l’école peut-elle y répondre ?

Abstract

As teachers in intervention classes in Lausanne, our contribution aims at pointing out the support measures provided by the school department to some allophonic migrant teenagers whose needs exceed the academic learning of additionnal language. These pupils may access offers of the school department of psychology in order to assess their needs and attempt to ease their transition between their home and host countries, Switzerland here. For many of them it is the migratory context that intensify their personal disorders and learning needs. We will describe and illustrate theses cases and we will suggest possible classroom responses. We recommand flexible measures to fit the tension between the necessary time to adapt and the urgent time of schooling.