ABSTRACT
This chapter focuses on how taking plurilingual resources into account can help teachers to develop useful meta-competencies for teaching French as a Foreign Language (FLE), while advancing the French language skills of learners, by drawing on transferable practices. It focuses on French foreign language classrooms and pedagogical practices from a plurilingual paradigm and examines how in-service or pre-service FLE teachers are prepared through teacher education at the university level. The chapter discusses an attempt to compare and contrast languages as well as moving from reactive scaffolding regarding the use of the diversity of languages present in the classrooms to planned scaffolding. It shows possible developments of pedagogical competencies in FLE professionals within a plurilingual paradigm. The chapter also shows that integrate languages already known by the learners are of a 'reactive' nature, which is to say, their use cannot be anticipated in advance by the teacher.
