Migrant Childrens` Social And Pedagogical Localization. Experience Of Educational Institutions Of France
Due to the steady growth of immigration flow to Russia in the last few years, the problem of social and pedagogical integration of migrant children becomes increasingly important for our country. Research and implementation of this experience is not only practical, but a question of necessity. An immense experience in the sphere of social localization is accumulated in France, as this country hosts the largest number of immigrants in the whole history of immigration to Europe. Under the term
... . Under the term 'localization of migrants', we mean their preparedness to accept the official language, local culture, and behavioural rules, and full integration of migrants into the society including being demanded by the labour market. The aim of this research is to study the experience of France in solving the problem of localization of migrant children in the secondary educational institution 'Cité scolaire Jean Moulin, Académie de Nancy-Metz' (Forbach, France). Special pedagogical structures for migrant children were founded in secondary educational institutions. The main line of their activity is teaching French to the 'newcomers' for a faster integration into normal classes. As a result, after concluding educational institutions and after the localization period, migrant children speak the national language, know the particular cultural features of the host country, its traditions and ethics. Thus, a well-targeted social and pedagogical system of working with migrant children in secondary educational institutions and learning the national language as a top priority, lead to the gradual assimilation and localization of migrant children.