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

Dans le cadre d’une politique générale d’intégration des élèves allophones, les difficultés d’apprentissage langagier chez les élèves multilingues soulèvent des défis spécifiques ; l’évaluation des troubles du langage doit notamment faire la part des choses entre des difficultés transitoires liées au manque d’exposition à la seconde langue (en l’occurrence, le français en Suisse romande) et la présence d’un trouble développemental du langage (TDL) persistant qui affecte environ 8% des enfants d’âge scolaire. Dans ce cas, le trouble est présent dans toutes les langues parlées par l’enfant.

Plusieurs alternatives existent quant à l’évaluation des troubles du langage chez l’enfant multilingue. Le « gold standard » consiste à évaluer l’enfant dans toutes ses langues, mais cette option peut être difficilement réalisable en pratique. Le service enseignement et évaluation du Département de l’instruction publique, de la formation et de la jeunesse de Genève, a pourtant réussi à mettre au point des évaluations en langue d’origine (EVLO) pour les élèves non francophones, notamment les élèves qui sont arrivés récemment dans le système d’enseignement genevois. L’apport de cet outil, bien que perfectible (car non normé), est tout à fait novateur. En effet, en fonction des informations croisées recueillies pour chaque élève, il peut permettre d’orienter vers un bilan logopédique, mais aussi de conclure à la « simple » nécessité d’augmenter l’exposition de l’enfant au français (sans qu’il y ait de troubles par ailleurs). Ces informations croisées permettent aussi de ne pas exclure d’autres sources de difficultés, indépendamment des langues, et d’orienter ensuite l’élève vers des spécialistes si nécessaire.

La compréhension des EVLO relève d’une importance capitale d’un point de vue sociétal car elles devraient permettre, à terme, de réduire le nombre d’élèves multilingues suivis en logopédie, sans trouble avéré (sur-identification de TDL) et d’adresser en logopédie ceux qui en ont réellement besoin (sous-identification du TDL).

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2026-05-21
2026-06-07

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Keyword(s): langage; multilingue; élèves; évaluation

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