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This project sets out to describe and understand how teachers reconcile the irreconcilable: it explores how teachers in heteroglossic urban schools implement linguistic policies predicated on a monoglossic view of education, social mobility and society. In particular it analyses (1) how teachers articulate a monolingual policy; (2) if and to what extent teachers are responsive to linguistic diversity; and (3) which conditions facilitate these articulations and responses.
• F.R.S.-FNRS et Fonds associés (hors FRIA)
• Actions concertées