''Bienvenue Au Québec!'' The Integration of Newly Arrived Immigrant Students in Quebec Classes d’Accueil
Référence bibliographique 
Breton-Carbonneau, Gabrielle. 2011. «''Bienvenue Au Québec!'' The Integration of Newly Arrived Immigrant Students in Quebec Classes d’Accueil». Mémoire de maîtrise, Montréal, Université Concordia, Département des sciences de l’éducation.
Intentions : «The primary aim of this research is to explore how teachers make sense of their mandates to integrate newly arrived immigrant students to Quebec.» The author wants to know «whether they might foster an inclusive learning environment in Quebec’s system of classes d’accueil while also supporting the French-language needs of their students.» (p. 7)
Questions/Hypothèses : « How do teachers make sense of their profession in light of two potentially competing discourses in Quebec, one of controlling diversity through protecting Quebec’s distinct language and culture, and the other embracing diversity through the democratic and pluralistic society that Quebec claims to be?  How do classe d’accueil teachers’ perspectives about language and cultural ideologies in Quebec shape their pedagogic practice and influence the manner in which they structure the learning environment in their classrooms?  How might teachers foster an inclusive learning environment in the classe d’accueil that supports students’ French language learning needs without resulting in loss of their home languages and ’disruption’ to their personal identities?  To what extent does the ’environment’ of Montreal classes d’accueil reflect current sociopolitical trends in the Quebec society at large?» (p. 7-8)
Échantillon/Matériau : Four teacher-participants were recruited. «[T]wo of the four teachers in this study are originally from outside of Quebec. They both immigrated to Quebec themselves, which as the findings reveal, influenced their teaching philosophy and attitudes toward their students. The four teachers ranged in age from 24 to 50 and had been teaching for one to 15 years.» (p. 36)
Instruments : Guide d’entretien
Type de traitement des données : Analyse de contenu
«This qualitative study focuses on the need for teachers to foster inclusive learning environments in Quebec’s ’Classes d’Accueil’- literally ’welcome classes’- for new immigrants to Canada who arrive in Quebec without a functional knowledge of the French language. Transitioning into a new culture comes with many social, personal and academic hardships and it is the responsibility of teachers to foster safe, welcoming and socially just milieus. By drawing on New Literacy Studies (Gee, 1988; Street, 2003) and second language education perspectives, […] this study argues that 1) teachers foster inclusive or exclusive learning environments in their classrooms contingent upon their personal and political ties to the French language and the Quebec culture and 2) that these attachments to Quebec’s Franco-national identity directly influence the manner in which they structure the learning environment in their classrooms. Evidence from this study further suggests that education in Quebec is not always inclusive, particularly for students enrolled in classes d’accueil.» (p. iii) L’auteure montre aussi que l’assimilation des immigrants à la culture d’accueil, contrairement à leur intégration, comporte de sérieuses conséquences sur le plan de la communication à l’intérieur de la cellule familiale, spécialement quand les parents ne parlent que leur langue d’origine.