Between Metropolis and Outlying Regions: Can the Same Rational Sustain a Different Choice of Models of Services for the Integration of Allophone Pupils?
In many countries, schools are confronted with the major challenge of integrating children who have recently arrived in the country or who have an immigrant background. At the heart of this challenge, is the issue of choosing the appropriate model of services offered to pupils for whom the heritage language is different from the language of the receiving institution. The goal of this article is to present results of an inquiry concerning models of services operating within the Quebec public schools located in the Greater Montreal Area, Quebec City, as well as in certain outlying regions of the province. Furthermore, this article provides an account of the way that, in an effort to ensure successful integration, actors from different school environments offer distinct models of services, but nonetheless similar arguments, to support their choices.