Analyse des parcours linguistiques des étudiants migrants Francophones vivant à Istanbul

This research examines the plurilingual dynamics of francophone university students in Istanbul within a migratory and educational context. Using a qualitative methodology combining structured questionnaires and semi-structured interviews, the study highlights the differentiated use of Turkish, French, and heritage languages across social, institutional, and private spheres. Drawing on theoretical frameworks of acculturation (Berry), translanguaging (García & Wei), and critical plurilingualism (Coste, Moore, Zarate), it analyses the students' linguistic strategies, sociolinguistic representations, and identity trajectories. The findings reveal a functional distribution of languages, frequent code-switching, and pragmatic adaptation to societal demands. Turkish is perceived as a language of public necessity, while French and heritage languages play affective and identity-building roles, particularly in domestic settings. Although students express strong motivation to learn Turkish, institutional and pedagogical barriers remain, highlighting a lack of tailored support for plurilingual learners. This study also emphasises the importance of students' linguistic capital as a resource for integration and advocates for an inclusive educational approach based on recognising diverse language repertoires. It concludes with concrete recommendations for language policies, academic institutions, teachers, and migrant communities. Through its empirical grounding and critical analytical framework, the research contributes to current discussions on the challenges of multilingualism in the context of academic mobility.