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UDC 811.133.1`27:323
DOI 10.20339/PhS.2-26.039
Streltsova Yana R.,
Candidate of History, Associate Professor
Plekhanov Russian University of Economics
e-mail: streltsovi@comtv.ru
This article examines in detail the stages of reforming the French integration model in two aspects: teaching migrants French and their assimilation of the civic values of the French Republic from 2003 to 2025. It analyzes changes in the content of both the Reception and Integration Contract (2003) and the Republican Integration Contract (2016). A number of unresolved problems are identified. These include the lack of a link between language training and residence permit policy, a lack of a truly functioning system for motivating migrants to achieve a good level of language proficiency, and an effective assessment of language learning outcomes. Civic education is not integrated into language training and is conducted at the beginning of the integration process, when students’ French proficiency is far from the level necessary for understanding intensive academic material. Civic education also does not include any assessment of the knowledge acquired by immigrants. It is concluded that it is necessary to significantly increase the number of hours allocated not only to French language learning but also to the assimilation of civic education material. The situation could be improved by merging civic education with language training and implementing civic training at the end of language learning. Language training could include a significant component related to life in France, its history, and the values of the Republic, taking into account the level of proficiency of foreigners in French. An important area of reforming the French integration model could be the financial participation of migrants themselves, taking into account their financial situation, in the educational process. This article examines the latest innovations in integration policy envisaged by the Law of January 26, 2024. According to the author, the main problem of the crisis of the French model of integration of immigrants lies not so much in the shortcomings of the integration tools: in linguistic and civic training, but in the global factor — the rejection by immigrants of the value systems, traditions and history of the host society, the cultural and civic code of the French Republic.
Keywords: French integration model, reform, Republican Integration Contract, language and civic education
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