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Volume 49, Issue 3
  • ISSN 0272-2690
  • E-ISSN: 1569-9889
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Abstract

For over a decade, the Canton of Geneva has been facing new migratory flows, particularly from regions of the world described as “in crisis.” The newcomers are granted various legal statuses, ranging from asylum seekers to refugees as defined by the Geneva Convention. These global migration crises have significant impacts on educational systems. They challenge, reshape, and, in some cases, lead to the development of innovative educational policies aimed at welcoming and integrating students from migrant backgrounds, and supporting their academic success.

In this contribution, we propose analyzing the “Agenda Intégration Suisse” (AIS) scheme as implemented by the Canton of Geneva at the primary school level. Driven by a personalized management approach to migratory pathways initiated by the Swiss Confederation, the canton has applied this process to students affected by forced migration to foster their “academic success.” Using both documentary and empirical data, we offer an analytical perspective on the development of this new educational policy, with a specific focus on mother tongue use within schools. For this contribution, voices of primary teachers are included as they experience this new policy framework and its effects.

© John Benjamins Publishing Company
Available under the CC BY 4.0 license.
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2026-05-21
2026-06-07

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/content/journals/10.1075/lplp.00137.rad
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From conception to implementation
Language Problems and Language Planning 49, 295 (2025); https://doi.org/10.1075/lplp.00137.rad
/content/journals/10.1075/lplp.00137.rad
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  • Article Type: Research Article
Keyword(s): integration; integration policy; linguistic diversity; refugee students; translanguaging

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