(280) DEVELOPMENT OF INTERUNIVERSITY, INTERNATIONAL AND INTERCULTURAL VIRTUAL COMMUNITY OF PRACTICE TO INTEGRATE ALLOPHONE STUDENTS WITHIN OUR UNIVERSITIES: WHAT SKILLS TO DEVELOP?

摘要

While studying in the framework of a Quebec francophone University, in class or in e-learning,allophone students can find themselves in a similar or diverge ethno-linguistic context, either from theone of their first or second language, and can be involved in a social-educational system conveyingstandards, values and behaviors, similar, different or opposite to those they are used to.Qualitative case studies (Merriam, 1988), three in class at Laval University, in Quebec city, Quebec,Canada, and three in e-learning at TELUQ, a Quebec virtual university, demonstrate real-lifeexperience of cultural and educational shocks, and substantial transformations of representations ofeducation in both diffusion modes of learning.Cognitive and emotional supports were provided in different ways within both communities of learning.For in class participation, the ethnic division (Juteau, 1999) took shape by leaving cognitive support tostudent peers, Quebeckers of origin, and socio-emotional support to allophone peers. In contrast,students in e-learning got support in the same needs thanks to their student peers, both Quebeckersof origin and allophones, and thanks to their supervisors, no matter the nature of the need.It is recommended that allophone students begin their e-learning integration in their country of origin.Examples of application of both presentation and production standards for academic works in Quebec,proposing support based on typical trends expressed by Bloom and al. (1956) are suggested, andinteractions should be facilitated by allophone students "with experience" in Quebec, as well as withstudents Quebeckers of origin, and teachers.