Context

This project which aims on the one hand at informing parents and education actors and, on the other hand, at involing them in the school world, faces the concern to join the teaching/learning approaches together with the different universes of development of children and teenagers. The consequence for the learner will be to give more sense to the processes of learning by warranting a better articulation between his life at school and outside (especially for the children whose languages - or language variety - and family cultures are socially depreciated and who feel these spaces as separated spaces, what can reduce the opportunities of building a plural, composite, opene identity).

The project tries to face the need to remove ideological obastacles to the development of plural approaches, that are nowadays among the priorities of the Council of Europe and the long-term vision of the ECLM. We know, indeed, that there are two kinds of obstacles.These are on the one hand false a priori about the learning of languages, which is considered as a collection of compartmentalized domaines, and on the other hand social representations which are organizing in hierarchies (or even stigmatizing) some languages and cultures. The concepts of the parents about their languages and their learnin can play an important role not only in joining innovating approaches, but also in building concepts of their children on this subject. Adressing families we try to develop these concepts in the longer run. This choice is related to the awareness that the parents are fullyfledged actors in the development of a plurilingual and pluricultural society and that therefore they can also brake it, in absence of information about their assets. Moreover, another goal is to enhancing meetings between all education actors and between parents who come from different communities.