ABSTRACT
In France, most teachers receive scant training in how to support plurilingual children in their learning of and through the language of instruction. In the absence of relevant, in-depth knowledge about language, this chapter examines the extent to which teachers are practising language policies based on beliefs rooted in ideologies unsupported by research findings. It presents findings from interviews with 46 primary headteachers (PHT), nursery headteachers (NHT) and lower secondary school headteachers (LSHT) in the Strasbourg area. The chapter emphasises the importance of teachers language ideologies and explores how these influence their classroom practices, and the potential impact on children's learning. Data reveal that, faced with the immediate urgency of educating plurilingual children, teachers are practising policies within schools based on personal beliefs. France needs a coherent and relevant language education policy for the multilingual classroom, together with a critical language awareness component in teacher education and continuing professional teacher development.
