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Article In: Towards an Integrated Approach to Heritage and School Languages in Education Policies: The case of multilingual Geneva
Edited by Claire de Goumoëns, Laurent Gajo and Myriam Radhouane
[Language Problems and Language Planning 49:3] 2025
► pp. 295–316

From conception to implementation

Examining an educational policy for refugee student integration

 | University of Geneva
 | University of Geneva
This content is being prepared for publication; it may be subject to changes.
Abstract
For over a decade, the Canton of Geneva has been facing new migratory flows, particularly from regions of the world described as “in crisis.” The newcomers are granted various legal statuses, ranging from asylum seekers to refugees as defined by the Geneva Convention. These global migration crises have significant impacts on educational systems. They challenge, reshape, and, in some cases, lead to the development of innovative educational policies aimed at welcoming and integrating students from migrant backgrounds, and supporting their academic success.
In this contribution, we propose analyzing the “Agenda Intégration Suisse” (AIS) scheme as implemented by the Canton of Geneva at the primary school level. Driven by a personalized management approach to migratory pathways initiated by the Swiss Confederation, the canton has applied this process to students affected by forced migration to foster their “academic success.” Using both documentary and empirical data, we offer an analytical perspective on the development of this new educational policy, with a specific focus on mother tongue use within schools. For this contribution, voices of primary teachers are included as they experience this new policy framework and its effects.
Résumé
De la conception à la mise en œuvre : Examen d’une politique éducative pour l’intégration des élèves réfugiés
Depuis plus d’une décennie, le canton de Genève est confronté à de nouveaux flux migratoires, en particulier en provenance de régions du monde qualifiées de « en crise ». Les nouveaux arrivants se voient accorder divers statuts juridiques, allant de demandeurs d’asile à réfugiés au sens de la Convention de Genève. Ces crises migratoires mondiales ont des répercussions importantes sur les systèmes éducatifs. Elles remettent en question, remodèlent et, dans certains cas, conduisent à l’élaboration de politiques éducatives innovantes visant à accueillir et à intégrer les élèves issus de l’immigration et à soutenir leur réussite scolaire.
Dans cette contribution, nous proposons d’analyser le programme « Agenda Intégration Suisse » (AIS) tel qu’il est mis en œuvre par le canton de Genève au niveau de l’école primaire. S’inspirant d’une approche personnalisée de la gestion des parcours migratoires initiée par la Confédération suisse, le canton a appliqué ce processus aux élèves touchés par la migration forcée afin de favoriser leur « réussite scolaire ». À l’aide de données documentaires et empiriques, nous proposons une perspective analytique sur le développement de cette nouvelle politique éducative, en mettant particulièrement l’accent sur l’utilisation de la langue maternelle à l’école. Cette contribution inclut les témoignages d’enseignants du primaire qui ont expérimenté ce nouveau cadre politique et ses effets.
Abstraktaĵo
Ekzameni lingvan politikon por integrigo de studentaj rifuĝintoj: De konceptiĝo al realigo
Jam de pli ol jardeko, la Kantono de Ĝenevo frontas novajn migradajn fluojn, precipe el mondaj regionoj kiujn oni identigas kiel “en krizo”. Oni atribuas al la novalvenintoj diversajn jurajn statusojn, ekde azilopetantoj ĝis rifuĝintoj laŭ la difinoj de la Ĝeneva Konvencio. Tiuj mondaj migradaj krizoj signife skuas edukajn sistemojn. Ili defias, reformas, kaj, foje, rezultigas evoluon de novigaj edukaj politikoj kiuj celas bonvenigi kaj integrigi enmigrintajn studentojn, subtenante ilian lernadan sukceson.
En la nuna kontribuo, ni proponas analizi la Svislandan Integrigan Programon (Agenda Intégration Suisse: AIS) tiel kiel realigas ĝin je bazlerneja nivelo la Kantono de Ĝenevo. Motivite de personigita aliro al migradaj padoj iniciatita de la Svisa Konfederacio, la kantono aplikis tiun procedon al lernantoj markitaj de perforta migrado, por subteni ilian “lernadan sukceson”. Egale uzante kaj dokumentitajn kaj empiriajn donitaĵojn, ni proponas analizan perspektivon al evoluigo de tiu nova kleriga politiko, kun specifa fokuso je uzo de denaskaj lingvoj en la lernejoj. En la nuna kontribuo, ni kaptas la voĉojn de bazlernejaj instruistoj dum ili spertas la novan politikan kadron kaj ĝiajn efikojn.
Article outline
  • Introduction
  • Literature review
    • Refugee students: One status, plurality of realities
    • Forced migration and parenthood
    • Teachers’ perspective on refugee education
  • Theoretical framework
    • Berry’s model of acculturation strategies
    • Cummins’ double-iceberg model on linguistic interdependence and translanguaging
  • Method
    • Participants
  • Results
    • Global appreciation of the AIS Initiative
    • Measure 1 — First reception measure
    • Measure 2 — School support in the language of origin
  • Discussion
    • School-family relationships
    • AIS initiative and refugee students
    • Theoretical perspective on the AIS initiative
  • Conclusion
  • Bibliography
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