Des textes identitaires plurilingues pour stimuler l’engagement dans l’écriture d’élèves immigrants allophones en situation de grand retard scolaire au secondaire

Abstract

Learning to write in a second language is an enormous challenge, particularly for undereducated allophone immigrant students. In this context, interventions fostering students’ engagement in writing appear to be a promising way to contribute to their learning process (Cummins, 2009). Engagement in writing would be promoted by taking into account students’ multiliterate repertoires and by implementing meaningful learning contexts (Armand, Lê et al., 2011). In this study, which was carried out in 12 secondary school classes for newcomers in Quebec (Canada), we assessed the effects of an intervention based on these foundations and aimed at the production of plurilingual identity texts (Cummins et Early, 2011), supported by plurilingual drama workshops (Équipes ÉRIT et ÉLODiL, 2013). The effects of this intervention on students’ engagement in writing were documented through participant observations and individual interviews with a sub-sample of 48 students. Results show that the production of plurilingual identity texts, especially when supported by plurilingual drama workshops, contributes more to students’ engagement in writing than traditional teaching practices used in a control group, both on an affective and cognitive level.