摘要：In this contribution, the authors use educational ethnography to examine an educators’ efforts to incorporate linguistic and cultural diversity in his daily teaching in a French elementary school (Grades 2 and 3) in British Columbia. The study, which uses a combination of data (ethnophotography, video-recording of classroom interactions, in-depth interviews, samples of children’s work) shows how one teacher uses his students and their families’ various experiences and funds of knowledge as bridges for learning in their French classroom. The contribution discusses principles of a language education that fosters diversity as an asset for learning, and the role of collaborative research in teacher-training.
关键词：Classroom ethnography;teacher education;linguistic and cultural diversity;collaborative research;teacher-training
