Comment se dé-construit le plurilinguisme d’adolescent∙e∙s primo-arrivant∙e∙s ? Regard sur l’évolution de quelques répertoires linguistiques en migration

Abstract

I discuss the role heritage languages courses play in the development of the multilingual language repertoires of migrant teenagers I interviewed for my doctoral research. Surprisingly, almost none of my participants know that heritage language courses are provided in their home language, but some of them mention studying other languages. I argue that heritage classes do not seem to suit first generation migrants but rather second-generation individuals who wish to discover or develop their parent’s language (or sometimes another language). I also argue that school does not play its role in valorizing heritage languages even though heritagelanguage learning objectives are mentioned in the curricular.