This article highlights the methodology and findings of four years of research-training undertaken by students of the University of Liège (Belgium) within the framework of a class called “Problematic of immigrants confronted to the learning of French” (Master’s Degree “French As a Foreign and Second Language”) under the supervision of Altay Manço. The work done by the students led to a better understanding of the social-cultural context of young newly arrived immigrants who do not speak French, in schools of the Frenchspeaking regions of Belgium. The practices that led both teachers and students alike to succeed in terms of academic performance and integration are described in both qualitative and quantitative terms. The exercise also establishes specific policy and pedagogical recommendations. The objective of the research-training was to introduce students and future teachers of French as a foreign or second language (FLES ) to the challenges of integrating immigrant students who do not speak French, the medium of instruction. This paper represents a synthesis and builds upon the learnings of several related studies. It was written with the contribution of an external evaluator (Aude Harou) and allows us to complete and generalize the scope of local observation. The article begins with an introduction presenting an overview of the performance of first and second-generation immigrant students in Belgium based on the international study of the Programme of Student International Assessment (PISA), and the organizational and legislative context in which newly-arrived immigrants integrate into the educational system. Next, observations and analysis are presented, relating to (i) the personal experiences of young immigrants in secondary schools, focusing on the specific case of non-accompanied immigrant minors (“MENA”), (ii) the integration of incoming immigrant students in schools and (iii) the perspective of FLES teachers, which lead to pedagogical and policy recommendations.En español: El presente artículo ...