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Well-being at School of 10-year-old Students Living in France in a Bilingual Family Language Context with a Minorated Language: Role of Teacher-Student and Peer Relationship Satisfaction

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Abstract

Research on the well-being at school of children living in a bilingual family language context are not very numerous. The cultural, social, and emotional challenges that their schooling implies can be complex, in particular when the family language is minorated and thus not much valued socially. The many available studies on immigrant children are generally not confronted with the problem of speaking different languages at home and at school. The present cross-sectional study was conducted with 216 children aged 10 attending school in France, and living in a monolingual family French language context (n = 103) or in a bilingual family language context with a minorated language (n = 113). It aims at comparing these two groups of students with regard to various dimensions of their subjective well-being at school (global satisfaction with school, satisfaction with teachers and with peers) and the relationship between these dimensions. The results of the comparative and moderation analyses indicate that the two groups do not differ with regard to global school satisfaction and satisfaction with peers. However, children who live in a bilingual family language context feel less supported by their teacher even though this support contributes more significantly to their global school satisfaction. These results suggest the necessity to raise teachers’ awareness of the educational needs of students who hear and use at home a different language than that of instruction to have a better relationship with them and fulfil their needs. They also encourage the fostering of an efficient communication between school and home.

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Notes

  1. PISA survey 2015. PISA (Program for International Student Assessment) is the largest international study conducted with students in the field of education. Supervised by OECD, PISA assesses the efficiency of educational systems. It is conducted every three years with 15-year-olds.

  2. According to Blanchet (2012), a minority language is said to be collectively “minorated” when it has a lower social status than another language, and it is “minoritised” when it is less practiced (speakers, productions, interactions) in daily life than another language.

  3. We include in our literature review research studies that deal with the feelings students have towards school, whatever the name the authors might give to their concept (involvement, motivation, adaptation, membership, satisfaction, etc.). We list studies about immigrant populations or families speaking another language than the language of instruction.

  4. Due to the lack of Empirical Studies on this Aspect in the Specific Context of Children’s well-being in Bilingual Family Language Contexts, we Include in our Literature Review Research that Deals with both Social Support and the Perceived Quality of Relationships with Teachers

  5. The classification of a school as REP/REP + is based on a social index, which is mainly based on family income. REP/REP + schools have the highest concentration of social difficulties impacting on educational achievement and more pupils whose parents have low incomes.

  6. Public schools are secular and free, private schools are fee-paying. They both depend on the national education system and must apply the same curricula.

  7. Comprehensive list of the languages included in the study: Albanese, Arabic, Comorian, Congolese, Creole, Ingush, Khmer, Kurdish, Lingala, Mahoran, Malagasy, Moldavian, Fulani, Russian, Sango, Soninke, Susu, Chechen, Turkish, Wolof. We not to include families using English in our study (no more than Spanish or German), because we have chosen to study only minority language communities who face a lack of recognition in France. No children in this study reported speaking a metropolitan regional language (e.g. Breton, Corse, Catalan).

  8. We suppose here that students’ satisfaction regarding their relationships with their teacher and their peers results from what they actually experience in their relationships.

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Funding

No funding was received for conducting this study.

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Authors and Affiliations

  1. Development and Education Psychology, CREN, LPPL, Angers University, Angers, France

    Camille Humeau

  2. Emeritus of Child and Development Psychology, CREN, Nantes University, Nantes, France

    Philippe Guimard

  3. Accredited Research Supervisor (HDR), CREN, Nantes University, Nantes, France

    Isabelle Nocus

  4. Doctoral Program on Education and Society, Faculty of Education and Social Sciences, Universidad Andrés Bello, Chile, ERIDIQV research team, Universitat de Girona, Girona, Spain

    Ferran Casas

  5. Mathematics, Nantes University, Nantes, UMR_C 6629, France

    Jean-Michel Galharret

Authors
  1. Camille Humeau
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  2. Philippe Guimard
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  3. Isabelle Nocus
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  4. Ferran Casas
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  5. Jean-Michel Galharret
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Contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Camille Humeau, Isabelle Nocus et Jean-Michel Galharret. The first draft of the manuscript was written by Camille Humeau and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Camille Humeau.

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Ethical Approval and Research Involving Human Participants and/or Animals

Legal and ethical standards corresponding to each country have been strictly adopted for the data collection. More information: “Procedure and Ethical Considerations”.

Informed Consent

Informed consent has been collected from both parents and children. In line with the Code of Ethics of Psychologists (2012), only the children whose parents had given their consent were interviewed. More information: “Procedure and Ethical Considerations”.

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Humeau, C., Guimard, P., Nocus, I. et al. Well-being at School of 10-year-old Students Living in France in a Bilingual Family Language Context with a Minorated Language: Role of Teacher-Student and Peer Relationship Satisfaction. Child Ind Res (2024). https://doi.org/10.1007/s12187-024-10128-3

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