Language difference and identity in multicultural classrooms: the views of ‘immigrant‐background’ children in French and English primary schools

Abstract

This article examines the views of ‘immigrant‐background’ children on their own linguistic and cultural ‘differences’ within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England tend to focus on immigrant children in secondary schools, this study looks at immigrant children at primary level, in an attempt to ‘hear their voices’ and explore their perceptions and experiences, in a comparative perspective. Findings based on focus group interviews and participant observation in an English and French classroom, suggest that despite contrasting models of integration, the way ‘immigrant‐background’ children mediate ‘difference’ as part of their identities as pupils present similarities between the two countries. There remain, however, strong differences between the two national classrooms, which could be attributed to the different contexts and approaches to multicultural differences in France and England.

Keywords:

• primary school
• identity
• immigrant children
• language
• integration
• France
• England

Acknowledgements

I would like to thank the ESRC for their financial support for this research and Dr Birgit Pepin for her insightful comments on this article.