Co-production of knowledge in collaborative research on inclusive multilingualism in new arrival language classes

Abstract

This article deals with the co-production of contextualised knowledge. It focuses on the implementation of pluralistic approaches in two ‘classes d'accueil’ (new arrival language classes) at a primary school in French-speaking Switzerland. In particular, we analyse a collaborative research process that brought together researchers and teachers around a common research topic and enabled the co-construction of teaching sequences based on a multilingual reading theatre. The analysis of the interactions that took place during collective discussions in the course of the collaboration highlights the relevance of linking practical knowledge and research knowledge in order to integrate the multilingualism of the pupils into classroom practice and make it a resource for French lessons in new arrival language classes.