Learning English as a Foreign Language among heritage language students: An analysis of linguistic progression

Diplôme Master Learning English as a Foreign Language among heritage language students: An analysis of linguistic progression eng 2025 author Amey Selasie Desiree 987057 director Pogranova Slavka 0000-0002-1945-6548 767134 Section des sciences de l'éducation (SSED) <p>This dissertation aims to explore the linguistic progression of heritage language students in integration classes and regular classes in secondary II education in Geneva, particularly in the context of learning English as a foreign language. This study aims to analyse the progression of these two groups of students. Additionally, it aims to examine the teaching practices of English secondary II teachers to support heritage language students in both class contexts. The linguistic progression of these students is analysed through written production using the Common European Framework of Reference for Languages (CEFR, 2001). The dissertation provides insights and awareness to the challenges and opportunities that both heritage language students and teachers encounter in multilingual classrooms. Findings indicate that heritage language students frequently experience academic delays and present diverse linguistic needs due to their migratory trajectories, highlighting the necessity for differentiated and adaptive instructional strategies.</p> Dewey 370 Maîtrise universitaire en sciences de l'éducation - Analyse et intervention dans les systèmes éducatifs 109 Section des sciences de l'éducation 72 false 1433 Didactique des langues en contexte plurilingue (GRALE) 9953c08b-2e8b-4c46-8fc3-d4633fac8edd Master thesis Public Learning_English_as_a_Foreign_Langu.pdf 1315558 application/pdf 57120b48d58c5445c849d0835837fef354eef8709d6ed859fa777853aaeff676 openAccess Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

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Learning English as a Foreign Language among heritage language students: An analysis of linguistic progression				2025	40	186

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