Since 2016, educational environments all over the world are being precipitated towards change and adaptation, in response to mass global immigration and increasing numbers of newly-arrived plurilingual children in schools. France and New Zealand provide two examples of populations that are highly linguistically diverse, yet take differing approaches to the inclusion of immigrant languages in the educational environment. This article compares the effects of language policies in a francophone/anglophone context on the inclusion of plurilingual immigrant children in schools, on three tiers: the language of schooling (French/English), second language options in schools, and the treatment of immigrant languages. Two main questions are explored: (1) How inclusive are language education policies in France and New Zealand? (2) How are educational environments responding to greater numbers of newly-arrived plurilingual students in schools, as well as the demand for language inclusiveness from established immigrant communities? A number of similarities emerge (school systems essentially dominated by monolingualism in the language of schooling), as well as differences (visible trends towards language inclusiveness in policy and practice in 2020). Findings support the argument that plurilingual approaches to teaching and learning improve educational outcomes for immigrant students, and therefore that educational environments that cultivate “language inclusiveness”, particularly during the newly-arrived phase, are better equipped to support learning for immigrant students in schools.

中文翻译：

---

教育中的语言包容性：对法国和新西兰移民学生的影响

自 2016 年以来，世界各地的教育环境都在朝着改变和适应的方向发展，以应对大规模的全球移民和越来越多的新来学校的多语儿童。法国和新西兰提供了两个语言高度多样化的人口例子，但采取不同的方法将移民语言纳入教育环境。本文比较了法语/英语语境中的语言政策对将多语种移民儿童纳入学校的影响，分为三个层次：学校语言（法语/英语）、学校的第二语言选择和移民语言的处理. 主要探讨两个问题：(1) 法国和新西兰的语言教育政策有多包容？(2) 教育环境如何应对学校新来的多语种学生的数量以及已建立的移民社区对语言包容性的需求？出现了许多相似之处（学校系统基本上以学校语言的单一语言为主），也出现了差异（2020 年政策和实践中语言包容性的明显趋势）。研究结果支持这样的论点，即多语种教学方法可以改善移民学生的教育成果，因此培养“语言包容性”的教育环境，尤其是在新移民阶段，更适合支持移民学生在学校的学习。