Abstract

The project joins an enterprise aiming at deconstructing language and ethnic prejudices, which represent obstacles to the development of plural approaches in education systems, especially when they include socially minority languages and cultures. On the one hand it aims at informing parents of students, and, more widely, actors in the education context, about cognitive and social interests of these pluringual and pluricultural approaches. One important task will be diffusing scientific knowledge about interest in all the languages, whatever their value on the "languages market" is, in the general language development, the construction of knowledge about the world and the construction of a common culture, which has to include diversity. On the other hand, the project aims at proposing ways of involving these actors inviting them to contribute to the design and to the implementation of these approaches. This aspect allows to face the concern of school institutions to establish closer connections with parents; some of them, who are migrants or belong to disadvantaged socio-economic classes, are often linguistically and symbolically insecure towards school especially because of the social representations which depreciate the languages (or language variety) and cultures of their own heritage.