Question 10801 — French language

Summary

Mrs. Marietta Karamanli draws the attention of the Minister of National Education to the situation of allophone high school students. They are normally welcomed in an educational unit welcoming arriving allophone students (UPE2A). Sometimes they have only been speaking French for two or three years. During the French exams for the baccalaureate they are sometimes in a fragile situation not having regard to an insufficiency of work or success in the various subjects in which they prepare for the exam but due to the duration of the test being a little too short. The only adjustment they can make is the postponement of an early French year to the final year. The very study of texts has evolved, calling for a more collective and shared classroom approach to representations with reliable tools and cultural elements whose effect is lasting. but perhaps less noticeable on the day of the exam. Having limited help (dictionary) or slightly longer, supervised and monitored time could be a solution. In certain academies, slight adaptations of the description or the establishment of a list of texts to prepare and present, adapted, are also adapted, knowing that these adaptations vary, as they stand, from one academy to another. She asks him if a national or overall reflection has been or will be initiated to improve the framing and adaptation of the situation of allophone high school students with the stated concern that language is not a prohibitive obstacle to a chosen orientation to the extent that the student is engaged in a dynamic of progress in French as a second language and in other areas of skills.

Machine translation from French. The official text remains authoritative.

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