ABSTRACT
In an age of transnational mobility, schools all over the world see an increasing number of pupils speaking different languages at home, in their communities and at school. As a result, teachers express concerns about having to navigate through a plurilingual and a multicultural environment while supporting the development of their pupils’ academic skills. In Canada nearly half of the child population has an immigrant background. Within this context, the Ministry of Education (MOE) of the province of Ontario (Canada) and the East of Ottawa School Board (CEPEO) requested a series of workshops on teaching strategies for teachers in French schools with a focus on developing oral competences among learners. This case study describes how the workshops were structured and how they enabled participating teachers to shift their practice from a monolingual paradigm to a plurilingual one.
