Between welcome space and welcome culture: A systemic study

Authors

  • Caterina Mamprin Université de Moncton
  • Garine Papazian-Zohrabian Université de Montréal

DOI:

https://doi.org/10.26443/mje/rsem.v58i3.10118

Keywords:

Reception classes, immigrant children, second language teacher, PPCT model, welcome culture, diversity

Abstract

Over the past decade in Quebec, enrollment has risen noticeably in “reception classes,” a program oriented toward teaching the French language. In this article, we study the experience of a department of second-language teachers from a systemic perspective. Eight high school teachers from the Greater Montreal area participated in this qualitative multiple-case study. Using a systemic model, we studied how the recent opening of new reception classes, the relationships between teachers from in and outside the classes, and the misunderstanding of the program by school staff created a gap between the reception department and the regular programs. Our results shed light on the importance of promoting a welcoming culture within the school.

Author Biographies

Caterina Mamprin, Université de Moncton

is an assistant professor in education at the Université de Moncton, Shippagan campus. Her research interests, rooted in education psychology, focus primarily on well-being and the study of interpersonal relationships in educational settings. Adopting a systemic approach, she also explores teachers’ experience with the inclusion of students with diverse learning trajectories.

Garine Papazian-Zohrabian, Université de Montréal

is a professor in the Department of Educational Psychology and Andragogy in the Faculty of Education at the Université de Montréal and the scientific director of the Interdisciplinary Research Group on Refugee and Asylum-Seeking Families (ERIFARDA). She is also a regular member of the SHERPA University Institute and CRI-JaDE, as well as a member of the Ordre des psychologues du Québec.

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Published

2025-01-22

How to Cite

Mamprin, C., & Papazian-Zohrabian, G. (2025). Between welcome space and welcome culture: A systemic study. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 58(3), 205–229. https://doi.org/10.26443/mje/rsem.v58i3.10118

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