Le rôle contradictoire de l’école dans la construction des identités plurilingues

Present-day school populations that are so diverse from all points of view - racial, linguistic and cultural - should theoretically stimulate curiosity on the part of the institution as to how that diversity should be taken into account when considering pupils’ linguistic identity. How, given its structures today and the mission it assigns itself, can school bring about true integration in the classroom? How can it contribute to forging plurilingual identities, since its main mission is to favor one language and culture, i.e. those of the majority? Results come from our specific fieldwork in Canadian French speaking schools outside Quebec, mainly those in Ontario, an overwhelmingly anglophone province where to live completely in French represents a real challenge. My responses to the question are based on an ethnographic study carried out with nine teachers in the area