Abstract
Based on experience in the field of teacher training, and without neglecting curricula, the author points to the fact that, as an institution, schools consider languages as subjects to be taught but rarely as manifestations of linguistic practices potentially present in learners’ daily lives. It follows that the discourse of educators, from kindergarten to university, conveys linguistic ideologies that reproduce compartmentalization and monolingual and dominant patterns that do not promote the recognition of plurality in schools. If a permanent feature in language teaching partly resides in the fact students learn linguistic facts, we posit that one of its necessary evolutions consists just as importantly in accounting for facts of linguistic plurality, as they contribute to interculturality and to understanding differences.
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