Renforcer la confiance en soi des eleves plurilingues a l’ecole primaire : une cle de la reussite scolaire ?

Ewa Lenart; Barbara Borowska

doi:10.18290/rped25171.6

Published : 2025-03-26

Vol. 17 No. 1 (2025)

Enhancing the Self-Confidence of Multilingual Students in Primary School: A Key to Successful Learning?

Ewa Lenart

https://orcid.org/0000-0002-3221-4260

Barbara Borowska

https://orcid.org/0000-0002-7859-2881

DOI: https://doi.org/10.18290/rped25171.6

Abstract

This article examines the links between multilingualism and students’ self-confidence in the context of the French primary school. It highlights the evolution of the education system towards greater appreciation of linguistic diversity, while highlighting persistent challenges. The study underscores the importance of appreciation for the plural identities and linguistic capital of multilingual students in order to strengthen their self-confidence and promote their school success. A study conducted in a primary school is presented, which shows the positive impact of inclusive pedagogical approaches on teachers’ attitudes and students’ well-being. The conclusion is that building self-confidence among multilingual students requires a holistic approach involving all educational institutions, teacher professional development, and supportive educational policies.

Keywords:

multilingualism, self-confidence, primary school, plural identity, language capital, inclusive pedagogy, teacher training, school success

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