Les approches plurielles et les livres plurilingues. De nouvelles ouvertures pour l’entrée dans l’écrit et pour favoriser le lien famille-école en milieu multilingue et multiculturel

Drawing from classroom ethnographic case studies involving library corners and conducted in British Columbia, this paper explores the use of bi-/plurilingual books in multilingual and multicultural classrooms. Within the perspective of a plurilingual and intercultural education, we explore how some teachers use learners’ different languages and cultures during the teaching process to develop literacy. Moreover, we examine how such practices embrace the growing diversity of learning contexts by offering a locus of continuity between families, schools and communities.