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This article presents a comparative study of four approaches to integrating migrant pupils into the French high school system.We examined the elements that facilitate the success of allophone pupils, including how the way they are integrated affects their ability to they learn. We shall analyze how they work in practice from two different standpoints: the intrinsic interest of each policy and how they transfer to the context of an “ordinary class."This qualitative research which consists of semi-directive interviews, point to the conclusion that the only real personalized approach for migrant learners lies in the specific integration policies, regardless of their structure

les sciences de l'éducation pour l'ère nouvelle/les sciences de l'éducation, pour l'ère nouvelle

La scolarisation des élèves allophones au collège : étude comparative des modalités d’organisation de quatre dispositifs d’accueil et des effets potentiels sur l’apprentissage du français