https://www.expressions-riiclas.com/232 Entrées d’index fr 0 https://www.expressions-riiclas.com/316 This article analyzes the historic opportunity offered by the governmental commitment to recognize the languages of Mayotte — Shimaore and Kibushi — within the framework of the European Charter for Regional Languages. The authors expose the current sociolinguistic situation of diglossia: French (the official language of instruction and social promotion) holds the high-status position, despite being mastered by a minority, while the local languages (the mother tongues of over 90% of the population) are minoritized, excluded from school, and restricted to orality. This hierarchy generates identity malaise, linguistic insecurity, and subtractive bilingualism, which contribute to academic failure. To counter these difficulties and support the establishment of balanced bilingualism, the text stresses the urgent need for the transcription of local languages (facilitated by the adoption of an official alphabet in 1997) and their integration into the educational system for literacy. It advocates for an exclusive introduction of local languages in the first year of kindergarten, a progressive introduction of French, and optional local language instruction in middle school. Finally, the objective is to ensure the safeguarding of Mahoran oral culture and to provide elected officials with legal and political tools to promote these languages. mar., 24 févr. 2026 08:07:50 +0100 mar., 24 févr. 2026 08:08:45 +0100 https://www.expressions-riiclas.com/316 https://www.expressions-riiclas.com/209 Cette étude a pour objectif de dresser un état des lieux de la psychologie à l’école dans quelques pays de l’espace géographique du sud-ouest de l’océan Indien. Malgré les avancées scientifiques, la psychologie n’existe souvent qu’à l’état embryonnaire dans cette région, à l’exception notable de La Réunion, département français d’outre-mer, qui dispose d’une infrastructure et de nombreux psychologues scolaires. Le texte explore l’état disparate de la profession à Madagascar, aux Seychelles, aux Comores et à Maurice, où le statut et la réglementation des psychologues sont souvent absents. L’histoire de l’éducation spéciale en France montre l’émergence simultanée, au début du XXe siècle, d’un intérêt officialisé pour l’inadaptation scolaire et d’un personnel spécialisé en psychologie scolaire chargé de participer au traitement de cette inadaptation. À contrario, le traitement des difficultés scolaires ne fait l’objet d’aucune organisation structurée et officielle ailleurs. Ces constats valident l’hypothèse que l’émergence de la psychologie à l’école est subordonnée à la reconnaissance et à la prise en charge officielle de l’échec scolaire. This study aims to provide a comprehensive overview of the state of psychology in schools across several countries of the southwestern Indian Ocean region. Despite scientific progress, psychology remains largely in a nascent stage within this area, with the notable exception of Réunion, a French overseas department, which benefits from an established infrastructure and a significant presence of school psychologists. The paper examines the fragmented status of the profession in Madagascar, Seychelles, Comoros, and Mauritius, where legal recognition and regulatory frameworks for psychologists are often lacking. The history of special education in France illustrates the simultaneous emergence, in the early 20th century, of an official interest in school maladjustment and the development of specialized personnel in school psychology responsible for addressing these issues. Conversely, in other contexts, the management of academic difficulties is unstructured and lacks formal organization. These observations support the hypothesis that the development of school psychology is contingent upon the official recognition and systematic management of academic failure. mar., 24 févr. 2026 07:27:23 +0100 mar., 24 févr. 2026 07:32:42 +0100 https://www.expressions-riiclas.com/209