Abstract :
[en] The aim of this paper is to better comprehend the learning processes contributing to the
identity development of a 7-year-old Portuguese-speaking newcomer in a multilingual
primary school. Portuguese-speaking students constitute one of the ethnic and linguistic
communities most affected by academic failure in Luxembourg. Furthermore, Newly Arrived
Migrant Students (NAMS), as defined by the European Commission (2013), constitute a
special-needs, understudied and ever-growing group in European schools today. Drawing on
the Community of Practice framework applied to educational contexts (Morton, 2012), this
research is a sociolinguistic ethnography focusing on educational resources. With an
innovative application of Legitimate Peripheral Participation (LPP) and educational
resources (linguistic, curricular, cultural), this paper contributes to current research on
NAMS in multilingual schools. The results drawn to our attention not only the importance of
the roles of both the teacher and classmates on the newcomer’s identity development and
learning, but also the predisposition of the newcomer to participate and evolve in the new
community of learners.
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