摘要：In Canada, in Europe and in Quebec, many studies show that immigrated pupils are the most vulnerable to quit and fail elementary and secondary schools. In a memoir published in 2009, the Commission des droits de la personne et des droits de la jeunesse stresses that the lack of teachers of ethno-cultural diversity constitutes one of the main factors with hampers the success and perseverance of immigrated children. The objective of this literature review is to establish a synthesis of knowledge on the role and contribution of immigrant teachers in the school integration of immigrated children. Results indicate that these teachers play an important social role, but that there are obstacles to the teachers’ contribution. There are few studies on this subject in the French literature, and none in Quebec.
