The writing of plurilingual identity texts and Allophone immigrant students’ relationship to writing

This article contributes to reflections on students’ relationship to writing (RW) in the second‑language context of Allophone immigrants, for which it proposes the designation RW+. The text is based on a Quebec study regarding the effects of producing plurilingual identity texts on the RW+ of eight Allophone immigrant students with severe educational delays in a secondary-school reception class (experimental group: n=4; control group: n=4). Individual interviews and participant observation are used to describe the participants’ RW+ and to determine the effects of the new approach, which, in contrast with the traditional educational practices observed in the control group, is associated with the development of a more positively connoted RW+. This results, among other things, in the students’ greater engagement.