Identifying Primo-Arrivants de Langue Seconde (PALS)
French Education Ministry reports use the terms "élèves nouveaux arrivants", "primo-arrivants" and "primo-migrants" to designate newly-arrived students in France for whom insufficient French language mastery or insufficient prior study prohibit their immediate integration into a regular classroom setting." (CASNAV, 2002). Other government reports refer to neo-Francophone learners as "Primo-Arrivants de Français Langue Seconde" (PALS) (CASNAV, 2002; MNE, 2002).
Education Ministry regulations require enrollment of all newcomers to public schools age 18 or under. (CASNAV: Modalites d 'inscription et de Scolarisation des eleves de nationalite etrangere des premier et second degres. (C. n° 2002-063 du 20-3-2002 NOR : MENEO200681C RLR : 515-0 MEN - DESCO B6 - DAJ A1)
Research on Demographics Affecting Immigration and PALS in France
2002-03 Ministry of Education reports find that nearly 38,000 neo-Francophones were received in these classes nationwide. (MNE, 2003) Eighteen thousand (18,000) were in primary schools, while 18,000 more were in middle schools, leaving 2000 in high schools, most of whom enrolled in professional, vocational high schools (Paris 19th District Town Hall Report, 2004). 2002-2003 Ministry reports found more than 65% of all neo-Francophones nationwide to benefit from initiation courses. (MNE, 2003) However, longitudinal Ministry studies reported that class availability varied with the Academy. (MNE, 2003) Eight academies trained less than 50% of the total neo-Francophone enrollment, while ten academies trained more than 65% of the total. (MNE, 2003) Based on 2003 Ministry data for the Paris, Rouen, Creteil and Versailles Academies, total newcomer enrollments for elementary-level initiation classes exceeded 90%. (MNE, 2003) Supplemental Ministry reports from 2002 found significant allocation of CASNAV resources to PALS in the primary grades: in 2002-03, 75% of elementary level PALS enrolled in French initiation classes, while only 58% of middle school PALS and 48% of high school level PALS enrolled. (CASNAV, 2002). Versailles Academy alone exceeded 90% enrollment of all PALS in both elementary and secondary level initiation classes. (MNE, 2003)While 2007 Education Ministry studies found that overall newcomer enrollments again varied significantly by Academy, the number of PALS in French public schools continued to increase (MNE, 2007).
Table 1.1 sets forth 2007 PALS enrollments in elementary and secondary schools for all 30 regional educational academies.
Agencies Entrusted With PALS Supervision
The Center for Academic Readiness of Migrant Children (CASNAV) is the agency entrusted with acculturating neo-Francophones and newcomers enrolling in French public schools. Centre Académique pour la Scolarisation des Nouveaux Arrivants et des enfants du Voyage (CASNAV, C. No. 2002-100, 2002) Education Ministry archives trace the inception of neo-Francophone programs to 1975 and to the CASNAV predecessor agency Training Centers for School Readiness of Migrant Children (CEFISEM), with the creation of primary and secondary-level modules intended to facilitate gradual inclusion of PALS into regular classrooms. (CASNAV C. No. 2002-102, 2002). By government mandate, the CEFISEM mission (as predecessor to CASNAV) focused on the school readiness of PALS. (CASNAV Circular, October 1990) Initially, only several regional academies implemented initiation courses throughout France; eventual formation of 22 CEFISEMs led to the need for greater organization (Lang, 2001).
Categories of Initiation Classes for PALS
Through its Academies, the French Education Ministry offers four (4) initiation class categories: 1) CLIN: initiation classes for elementary schools; 2) CRI: integrated catch-up classes (within a regular elementary classroom setting); 3) CLA: initiation classes for secondary schools; and 4) MAT: temporary introductory modules for secondary schools. CASNAV (The Center for Academic Readiness of New Arrivals and Migrant Children) regional offices and affiliates currently administer these courses. Reforms of both CLIN and CLA classes in 2002 set forth 1) class size, 2) instructional requirements, and 3) sub-classification of PALS into those having or lacking prior exposure to the French language. (CASNAV C. no. 2002-100, April, 2002).
2002 census data revealed increasing diversity amongst French immigrant populations (CEFISEM Report No. 2002-100, April 2002). Studies by various government agencies in 2002 found that Chinese, Algerians and Moroccans constitute the highest percentage of new arrivals to French initiation classes in the Paris area (CLINs). However, by 2003, CASNAV Paris reported 208 Chinese, 205 Moroccans and nearly 200 Algerians enrolled in initiation classes (Brèves de CASNAV, No. 4, 2003).
PALS Enrollment Procedures for CLIN
Education Ministry circulars prescribe enrollment procedures for elementary level initiation classes (C. no. 2002-063, March, 2002). CASNAV enrollment first takes place at district town halls. (MNE website, 2004)To begin PALS enrollment, parents provide proof of: 1) residence, 2) birth, 3) identity, and 4) vaccination records to district offices. (CASNAV Website, 2004; from http://cefisem.scola.ac-paris.fr/) Once parents meet documentary pre-requisites, PALS are enrolled in initiation classes close to home. (CASNAV 2004, Bulletin, go to http://cefisem.scola.ac-paris.fr/) PALS often enroll jointly in an initiation class and an ordinary class, to gradually mingle with native Francophone peers. At year's end, PALS join regular classes in an elementary, middle, or high school setting.
PALS Enrollment Procedures for CLA
Education Ministry bulletins detail specific prerequisites for enrollment in middle and high school initiation classses. (MNE, 2003) To begin CLA enrollment, parents provide: 1) photo-based identifications for both parent and child; 2) birth certificates and official identifications, with translated family record books; 3) two forms of proofs of residence (utilities bill, rent receipts or tax statements); 4) prior report cards; 5) proof of guardianship (where applicable); 6) (2) color identification photos; 7) three self-addressed stamp envelopes; 8) a recent school diagnostic, and/or an appointment for its administration.
Research on Changing Demographics of French PALS in Paris
Table 2 reports 2007 Newcomer Enrollments in the Paris Academy by nationality (CASNAV, 2007)
Paris Academy reports find that Chinese newcomers constitute the nationality most represented within initiation classes. (CASNAV Paris, 2007 ) However, reports by Creteil and other academies neighboring Paris found that Magreb and African students to be most represented in initiation classes. ( )
2007 Research conducted by the Paris Academy specifically found a significant increase in the percentage of P
ALS from China in elementary-level initiation classes (MNE, 2007). Figure - illustrates enrollment by Paris district and contrasts Chinese-origin enrollmetns with those of all other nationalities. ( , ). Additional analysis by the Paris Academy also found an increased percentage of newcomers lacking the ability to read latin characters and/or requiring signficant support to do so; --% of these were from --- (CASNAV Paris, 2007).Effective Programs For PALS
Several studies found that PALS enrolling in year-long initiation classes gained both linguistic support and academic scaffolding. (CASNAV C. No. 2002-102, 2002) \
Research on CLIN Enrollments in the Paris Academy
As Table 1.3 illustrates, elementary level enrollments in initiation classes find their highest numbers in Northeastern districts of Paris.
Research on CLA Enrollments in the Paris Academy 
How PALS Enrollments Overlap with ZEP Enrollments
Longitudinal Research on PALS in Initiation Classes
Schiff (2006)
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