Page 59 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 59
the esl situation in france
(MEN, 2014b). The ministry (ibid.) has identified the following three prior-
ity domains to be systematically addressed by the ESL-prevention group:
(1) the existence of cognitive (learning) difficulties;
(2) diagnostic of possible disorders, pathology or disease (e.g. school
phobia); and
(3) attention to harassment (maltreatment or abuse in all forms, in-
side and outside of school).
Diagnostic tools for identifying ESLers remain to be generalised
(MEN, 2015b); guidelines for sharing information and confidentiality have
been issued (see MEN, 2015c).
The ESL-prevention groups are closely linked to the establishment of
educational alliances, which has been put forward in the national strate-
gy (MEN, 2015b), followed by an implementation guide for educational al-
liances (MEN, 2015c). The ESL-prevention groups can be seen as an inter-
nal educational alliance (micro-level and meso-level) since alliance can be
internal to the school (institution) or can include a variety of external part-
ners (macro level; associations, communities, companies from social, med-
ical, health, legal services/institutions to entrepreneurships) (MEN, 2015c;
Thibert, 2013). The alliance (thus also the ESL-prevention group) can vary
in its configuration according to each student’s needs in both its composi-
tion and scope (ibid.).
A case study of an ESL-prevention group at Lycée Arago
To provide a concrete example of how ESL-prevention groups may func-
tion, a case study of an ESL-prevention group at Lycée Arago is presented
below. Its functions or main goals are to:
- encourage/ensure that the student is present at school and to lim-
it ESL;
- promote the social integration of all students at Lycée Arago;
- empower and encourage the initiative and innovation of all ac-
tors; and
- personalise the orientation paths (Lycée Arago, 2015).
Besides these goals, the ESL-prevention group also sets specific goals
each year (in line with specific problems of this school and its area). In
a Lycée Arago document, the ESL-prevention group’s actions are divided
59
(MEN, 2014b). The ministry (ibid.) has identified the following three prior-
ity domains to be systematically addressed by the ESL-prevention group:
(1) the existence of cognitive (learning) difficulties;
(2) diagnostic of possible disorders, pathology or disease (e.g. school
phobia); and
(3) attention to harassment (maltreatment or abuse in all forms, in-
side and outside of school).
Diagnostic tools for identifying ESLers remain to be generalised
(MEN, 2015b); guidelines for sharing information and confidentiality have
been issued (see MEN, 2015c).
The ESL-prevention groups are closely linked to the establishment of
educational alliances, which has been put forward in the national strate-
gy (MEN, 2015b), followed by an implementation guide for educational al-
liances (MEN, 2015c). The ESL-prevention groups can be seen as an inter-
nal educational alliance (micro-level and meso-level) since alliance can be
internal to the school (institution) or can include a variety of external part-
ners (macro level; associations, communities, companies from social, med-
ical, health, legal services/institutions to entrepreneurships) (MEN, 2015c;
Thibert, 2013). The alliance (thus also the ESL-prevention group) can vary
in its configuration according to each student’s needs in both its composi-
tion and scope (ibid.).
A case study of an ESL-prevention group at Lycée Arago
To provide a concrete example of how ESL-prevention groups may func-
tion, a case study of an ESL-prevention group at Lycée Arago is presented
below. Its functions or main goals are to:
- encourage/ensure that the student is present at school and to lim-
it ESL;
- promote the social integration of all students at Lycée Arago;
- empower and encourage the initiative and innovation of all ac-
tors; and
- personalise the orientation paths (Lycée Arago, 2015).
Besides these goals, the ESL-prevention group also sets specific goals
each year (in line with specific problems of this school and its area). In
a Lycée Arago document, the ESL-prevention group’s actions are divided
59
