Fiona Smythe, Ph.D., Université de Bordeaux, is a postdoctoral researcher in comparative and inclusive education. Originally from New Zealand, she is interested in issues of equity in education in different countries, and how adaptive pedagogies can support culturally and linguistically diverse students.

• Foreword: Languages in InteractionMartine Derivry-PlardForeword: The Language of Belonging and the Belonging of LanguagePaul SpoonleyAcknowledgementsList of Figures and TablesPART 1: Education and Languages: Policies and Practices in France and Aotearoa New ZealandIntroduction to Part 11 Introduction: Situating the Research1Empowering Immigrant Students2An International Network of Multilingual Researchers3Recent French and New Zealand Studies in How Languages Are Involved in L2 Acquisition4Themes, Problematic, Hypothesis and Questions5Aims, Researcher’s Views, Originality6Terminology7Practical Aspects of the Study8Theoretical Aspects of the Research9How the Research Is Achieved10 Conclusion2 The Argument for Plurilingual Education1Introduction2Defining Bilingualism/Plurilingualism3Plurilingualism: Definitions and Principles4Implications for This Study of Newly-Arrived Immigrant Teens in France and New Zealand51970s Research: Foundations of Understanding Bilingualism6Cognitive Advantages of Bilingualism7Age of Arrival8Conclusion3 Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants: Cummins’ Theories, Second Language Acquisition, Plurilingual Education1Introduction2Cummins’ Theories3Theories for Successful Second Language, Bi-/Plurilingual Education4Bilingual Education in France and New Zealand5Plurilingual Education Today?6Acquisition of the Language of Schooling: Theories into Practice7L1 Has a Role to Play in School Success: Theories into Practice8Plurilingual Education Can Effect Change within Educational Environments: Theories into Practice9Conclusion4 Two Educational Environments—France and New Zealand: Comparing Educational Performance and Language Policies1Introduction2OECD and PISA Results3Francophone and Anglophone Language Policies4Conclusion: Two Educational Environments, Monolingual Language Policies5 Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand1Introduction2Monolingualism or Language Diversity?3France4Aotearoa New Zealand5Conclusion: Monolingualism or Language Diversity?6Two Versions of Social Equity in France and New Zealand7Social Equity: An Obstacle to Language Inclusiveness8Conclusion: Two Versions of Social Equity in France and New Zealand9Conclusion: Changes Signalled6 Languages of Schooling: FLS in French Schools and EL in New Zealand Schools1Introduction2Backdrop to Languages in Education3Aotearoa New Zealand: Bicultural View of Languages and Identities4Conclusion: A Rights-based View of Languages in Education in Both Countries5Languages of Schooling: FLS/EL6Language of Schooling Objectives: FLS/EL7Conclusion: Languages of Schooling: FLS/EL8Conclusion: Different Approaches to Languages of Schooling7 Teacher Education: Preparing Teachers for Working with Young Migrants1Introduction2How Are Teachers Prepared for Working with Young Migrants in Both Countries?3Evolutions in Teacher Education4Conclusion: Teacher Education for Working with Young Migrants8 Types of Plurilingual and Intercultural Teaching and Learning1Introduction2Three Types of Plurilingual and Intercultural Education3Conclusion: Types of Plurilingual and Intercultural Teaching and LearningPART 2: Empirical Study/Field Research: 42 Newly-Arrived Immigrant Students and Their Languages in Two Schools—Bordeaux and WellingtonIntroduction to Part 29 Methodology1Introduction2Aims and Objectives3Three Terrains of Field Research4Organisation of Field Research5Terrain 1: Schools6Terrain 2: Teacher Education Institutions7Terrain 3: Agencies Working in Refugee Resettlement8Conclusion10 Quantitative Data on L1 (and Plurilingual) Language Production: Observations of 42 Newly-Arrived Immigrant Teenagers in FLS (UPE2A) and EL Classes1Introduction2Typology of L1 Production: Unauthorised and Authorised3Testing the Hypothesis4First Cycle of Observations of UPE2A Students in the French School5Findings: First Cycle of Observations in the French School6Discussion: First Cycle of Observations in the French School7Summary8Second Cycle of Observations of UPE2A Students in the French School9Findings: Second Cycle of Observations in the French School10 Discussion: Second Cycle of Observations in the French School11 Summary12 First Cycle of Observations of EL Students in the New Zealand School13 Findings: First Cycle of Observations in the New Zealand School14 Discussion15 Summary11 Comparison of Quantitative Findings: How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes in a French School (UPE2A/FLS) and a New Zealand School (EL)1Introduction2Methodology3Global Data Comparison4Comparison of Findings5Further Questions6ConclusionPART 3: Conclusion: Young Migrants and Plurilingualism in Schools—A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New ZealandIntroduction to Part 312 Conclusion to Findings1Introduction2The In-schools Study3The Main Questions4Testing the Hypothesis/Outcomes5Looking Forward: Addressing Power Imbalances and Inequity through EducationIndex

Fiona Smythe, Ph.D., Université de Bordeaux, is a postdoctoral researcher in comparative and inclusive education. Originally from New Zealand, she is interested in issues of equity in education in different countries, and how adaptive pedagogies can support culturally and linguistically diverse students.

• Foreword: Languages in InteractionMartine Derivry-PlardForeword: The Language of Belonging and the Belonging of LanguagePaul SpoonleyAcknowledgementsList of Figures and TablesPART 1: Education and Languages: Policies and Practices in France and Aotearoa New ZealandIntroduction to Part 11 Introduction: Situating the Research1Empowering Immigrant Students2An International Network of Multilingual Researchers3Recent French and New Zealand Studies in How Languages Are Involved in L2 Acquisition4Themes, Problematic, Hypothesis and Questions5Aims, Researcher’s Views, Originality6Terminology7Practical Aspects of the Study8Theoretical Aspects of the Research9How the Research Is Achieved10 Conclusion2 The Argument for Plurilingual Education1Introduction2Defining Bilingualism/Plurilingualism3Plurilingualism: Definitions and Principles4Implications for This Study of Newly-Arrived Immigrant Teens in France and New Zealand51970s Research: Foundations of Understanding Bilingualism6Cognitive Advantages of Bilingualism7Age of Arrival8Conclusion3 Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants: Cummins’ Theories, Second Language Acquisition, Plurilingual Education1Introduction2Cummins’ Theories3Theories for Successful Second Language, Bi-/Plurilingual Education4Bilingual Education in France and New Zealand5Plurilingual Education Today?6Acquisition of the Language of Schooling: Theories into Practice7L1 Has a Role to Play in School Success: Theories into Practice8Plurilingual Education Can Effect Change within Educational Environments: Theories into Practice9Conclusion4 Two Educational Environments—France and New Zealand: Comparing Educational Performance and Language Policies1Introduction2OECD and PISA Results3Francophone and Anglophone Language Policies4Conclusion: Two Educational Environments, Monolingual Language Policies5 Language Inclusiveness in Education: Implications for Immigrant Students in France and New Zealand1Introduction2Monolingualism or Language Diversity?3France4Aotearoa New Zealand5Conclusion: Monolingualism or Language Diversity?6Two Versions of Social Equity in France and New Zealand7Social Equity: An Obstacle to Language Inclusiveness8Conclusion: Two Versions of Social Equity in France and New Zealand9Conclusion: Changes Signalled6 Languages of Schooling: FLS in French Schools and EL in New Zealand Schools1Introduction2Backdrop to Languages in Education3Aotearoa New Zealand: Bicultural View of Languages and Identities4Conclusion: A Rights-based View of Languages in Education in Both Countries5Languages of Schooling: FLS/EL6Language of Schooling Objectives: FLS/EL7Conclusion: Languages of Schooling: FLS/EL8Conclusion: Different Approaches to Languages of Schooling7 Teacher Education: Preparing Teachers for Working with Young Migrants1Introduction2How Are Teachers Prepared for Working with Young Migrants in Both Countries?3Evolutions in Teacher Education4Conclusion: Teacher Education for Working with Young Migrants8 Types of Plurilingual and Intercultural Teaching and Learning1Introduction2Three Types of Plurilingual and Intercultural Education3Conclusion: Types of Plurilingual and Intercultural Teaching and LearningPART 2: Empirical Study/Field Research: 42 Newly-Arrived Immigrant Students and Their Languages in Two Schools—Bordeaux and WellingtonIntroduction to Part 29 Methodology1Introduction2Aims and Objectives3Three Terrains of Field Research4Organisation of Field Research5Terrain 1: Schools6Terrain 2: Teacher Education Institutions7Terrain 3: Agencies Working in Refugee Resettlement8Conclusion10 Quantitative Data on L1 (and Plurilingual) Language Production: Observations of 42 Newly-Arrived Immigrant Teenagers in FLS (UPE2A) and EL Classes1Introduction2Typology of L1 Production: Unauthorised and Authorised3Testing the Hypothesis4First Cycle of Observations of UPE2A Students in the French School5Findings: First Cycle of Observations in the French School6Discussion: First Cycle of Observations in the French School7Summary8Second Cycle of Observations of UPE2A Students in the French School9Findings: Second Cycle of Observations in the French School10 Discussion: Second Cycle of Observations in the French School11 Summary12 First Cycle of Observations of EL Students in the New Zealand School13 Findings: First Cycle of Observations in the New Zealand School14 Discussion15 Summary11 Comparison of Quantitative Findings: How Newly-Arrived Immigrant Students Learn Plurilingually in Language of Schooling Classes in a French School (UPE2A/FLS) and a New Zealand School (EL)1Introduction2Methodology3Global Data Comparison4Comparison of Findings5Further Questions6ConclusionPART 3: Conclusion: Young Migrants and Plurilingualism in Schools—A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New ZealandIntroduction to Part 312 Conclusion to Findings1Introduction2The In-schools Study3The Main Questions4Testing the Hypothesis/Outcomes5Looking Forward: Addressing Power Imbalances and Inequity through EducationIndex