Abstract
This paper looks at the gap between policy documents and classroom practice with respect to education in a multi‐ethnic/multi‐lingual society. It discusses the practice of language teaching in the multilingual classroom from the teachers and the teacher trainers point of view. Teachers face a number of dilemma's which they try to solve in their day to day practice. It is argued that external pressures, in addition to a bureaucratic organizational tendency towards resistance to change see to it that teachers decide on conservative resolutions of dilemma's. The conclusion is that any kind of innovative effort should focus both on the content of innovations, as well as on the changes in the school as an organizational structure, consequently dealing with resistance to change and transforming the school into an organization that can learn.
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