‘Yes, but you were born in France’: practiced language policies with culturally and linguistically diverse students in an elementary classroom in France

Abstract

This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies—such as curriculum and teaching practices perpetuated monolingual ideologies and an overall republican goal of integration—limited Catherine’s practices in her work with CLD students. The study highlights the critical need for continuing reform in practices in teacher education and development in France, as well as in the ways that CLD students are served in French public schools.

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