{"id":520,"date":"2021-06-28T20:00:00","date_gmt":"2021-06-28T18:00:00","guid":{"rendered":"https:\/\/transculturailes.wordpress.com\/?p=520"},"modified":"2022-07-17T13:47:01","modified_gmt":"2022-07-17T11:47:01","slug":"lenfant-la-langue-maternelle-le-francais-et-lecole","status":"publish","type":"post","link":"https:\/\/aiep-transculturel.com\/transculturailes\/lenfant-la-langue-maternelle-le-francais-et-lecole\/","title":{"rendered":"L\u2019enfant, la langue maternelle, le fran\u00e7ais et l\u2019\u00e9cole"},"content":{"rendered":"\n<p><\/p>\n\n\n\n<p class=\"has-text-align-justify\">Je travaille au sein d\u2019un Programme de R\u00e9ussite \u00c9ducative (PRE), aupr\u00e8s d\u2019enfants \u00e2g\u00e9s de 5 \u00e0 16 ans, vivant dans les quartiers populaires. La semaine derni\u00e8re, une de mes coll\u00e8gues nous a pr\u00e9sent\u00e9 en r\u00e9union d\u2019\u00e9quipe une nouvelle situation pour laquelle l\u2019\u00e9cole l\u2019avait sollicit\u00e9e : une petite fille de 7 ans, n\u00e9e en France, de parents venus d\u2019ailleurs. Cette petite fille rencontrait des difficult\u00e9s scolaires, notamment dans l\u2019acquisition du fran\u00e7ais, avec un manque de vocabulaire important et des freins \u00e0 l\u2019entr\u00e9e dans la lecture et l\u2019\u00e9criture. Au sein de notre service, nous sommes tr\u00e8s r\u00e9guli\u00e8rement sollicit\u00e9s pour intervenir aupr\u00e8s d\u2019enfants rencontrant ce type de difficult\u00e9s.&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-justify\">Pour un grand nombre d\u2019enfants de migrants, la premi\u00e8re langue entendue et parl\u00e9e est celle du pays d\u2019origine des parents, la langue du dedans, de la maison. Le fran\u00e7ais, la langue du dehors, est donc une langue apprise au moment de l\u2019entr\u00e9e dans la collectivit\u00e9 (cr\u00e8che, halte garderie, \u00e9coles&#8230;). Mais pour certains de ces enfants, l\u2019acquisition du fran\u00e7ais pose des difficult\u00e9s, allant d\u2019un simple retard dans l\u2019acquisition du langage jusqu\u2019\u00e0 des troubles du langage beaucoup plus importants, rendant parfois n\u00e9cessaires des orientations sp\u00e9cialis\u00e9es.<\/p>\n\n\n\n<p class=\"has-text-align-justify\">Quand j\u2019ai entendu ma coll\u00e8gue pr\u00e9senter la situation, cela m\u2019a renvoy\u00e9 13 ans en arri\u00e8re, quand j\u2019ai commenc\u00e9 \u00e0 travailler, en 2008. En effet, d\u00e8s le d\u00e9but de ma prise de poste, j\u2019ai accompagn\u00e9 des enfants qui rencontraient ce genre de difficult\u00e9s. Certains souffraient de mutisme extra-familial, d\u2019autres rencontraient de grandes difficult\u00e9s dans l\u2019apprentissage du fran\u00e7ais. Ce qui m\u2019a toujours surprise, d\u00e8s cette \u00e9poque, ce sont les r\u00e9actions des professionnels face \u00e0 ces difficult\u00e9s.&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-justify\">Parfois il s\u2019agit de remarques faites aux parents&nbsp;: \u00ab&nbsp;<em>Vous devez leur parler fran\u00e7ais le plus possible \u00e0 la maison&nbsp;<\/em>\u00bb.<\/p>\n\n\n\n<p class=\"has-text-align-justify\">\u00ab&nbsp;<em>Si vous mettez la t\u00e9l\u00e9, mettez des cha\u00eenes fran\u00e7aises, ils doivent entendre le plus possible le fran\u00e7ais&nbsp;<\/em>\u00bb.&nbsp;<\/p>\n\n\n\n<p>Ou bien il s\u2019agit de commentaires qui m\u2019ont \u00e9t\u00e9 directement adress\u00e9s&nbsp;:&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-justify\">\u00ab&nbsp;<em>Je ne comprends pas pourquoi l\u2019enfant n\u2019est pas bilingue. Moi <\/em>[c\u2019est une enseignante qui parle]<em>, mes voisins sont anglais et les enfants n\u2019ont absolument pas de probl\u00e8mes \u00e0 apprendre le fran\u00e7ais<\/em>&nbsp;\u00bb.&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-justify\">Toutes ces remarques t\u00e9moignent bien s\u00fbr d\u2019une maladresse, mais surtout d\u2019une profonde m\u00e9connaissance de ce que ces enfants vivent, exp\u00e9rimentent et se retrouvent \u00e0 devoir inventer.&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-justify\">Bien que la prise en charge des difficult\u00e9s li\u00e9es \u00e0 l\u2019acquisition de la langue de scolarisation soit complexe, la reconnaissance et la valorisation des langues maternelles est l\u2019un des premiers leviers \u00e0 mobiliser. Il est aussi, paradoxalement, relativement simple \u00e0 appliquer dans nos diff\u00e9rents m\u00e9tiers.&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-justify\">L\u2019approche transculturelle \u00ab&nbsp;<a href=\"https:\/\/www.transculturel.eu\/Apport-de-la-Clinique-Transculturelle_a414.html\"><em>se fonde sur le postulat qu\u2019il est n\u00e9cessaire, pour comprendre et accompagner efficacement les familles <\/em>[ndlr&nbsp;: d\u2019horizons culturels diff\u00e9rents] <em>de prendre en compte leur(s) langue(s) maternelles(s), leurs affiliations culturelles, mais aussi leur exp\u00e9rience migratoire et leurs m\u00e9tissages<\/em>&nbsp;<\/a>\u00bb. Il s\u2019agit d\u2019une approche sur laquelle tout professionnel, quel qu\u2019il soit, peut s\u2019appuyer au quotidien dans son travail aupr\u00e8s des familles venues d\u2019ailleurs.<\/p>\n\n\n\n<p class=\"has-text-align-justify\">Se former \u00e0 cette approche signifie participer \u00e0 la construction de ponts entre le monde linguistique et langagier du dedans et du dehors, participant ainsi \u00e0 l\u2019\u00e9panouissement, au bien-\u00eatre et \u00e0 la r\u00e9ussite de tout enfant n\u00e9 ici de parents venus d\u2019ailleurs.<\/p>\n\n\n\n<p class=\"has-text-align-right\"><strong><em>Julie<\/em><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Je travaille au sein d\u2019un Programme de R\u00e9ussite \u00c9ducative (PRE), aupr\u00e8s d\u2019enfants \u00e2g\u00e9s de 5 \u00e0 16 ans, vivant dans les quartiers populaires. La semaine derni\u00e8re, une de mes coll\u00e8gues nous a pr\u00e9sent\u00e9 en r\u00e9union d\u2019\u00e9quipe une nouvelle situation pour laquelle l\u2019\u00e9cole l\u2019avait sollicit\u00e9e : une petite fille de 7 ans, n\u00e9e en France, de [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":522,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,1],"tags":[20,21,35,43,168,171,205,206,277],"class_list":["post-520","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-julie","category-non-classe","tag-acquisition-de-la-langue-de-scolarisation","tag-acquisition-du-langage","tag-approche-transculturelle","tag-ecole","tag-langue","tag-langue-maternelle","tag-mutisme","tag-mutisme-extra-familial","tag-transculturel"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>L\u2019enfant, la langue maternelle, le fran\u00e7ais et l\u2019\u00e9cole - Transculturailes<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aiep-transculturel.com\/transculturailes\/lenfant-la-langue-maternelle-le-francais-et-lecole\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L\u2019enfant, la langue maternelle, le fran\u00e7ais et l\u2019\u00e9cole - Transculturailes\" \/>\n<meta property=\"og:description\" content=\"Je travaille au sein d\u2019un Programme de R\u00e9ussite \u00c9ducative (PRE), aupr\u00e8s d\u2019enfants \u00e2g\u00e9s de 5 \u00e0 16 ans, vivant dans les quartiers populaires. 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