Portrait des pratiques d’enseignants utilisant la littérature de jeunesse bi-/plurilingue dans les écoles élémentaires de langue française en Ontario

A growing number of studies are interested in the various advantages connected to the use of bi-/multilingual children’s literature in class. However, there is still little research that concretely describes how teachers set up practices with the help of this medium. This article presents the results of a multi-case study whose objective is to describe the practices stated by teachers in the Franco-Ontarian context who use bi-/multilingual children’s literature. By means of a questionnaire on the use of this literature and a series of semi-directed interviews, we had access to various practices of three teachers working in elementary schools. More specifically, they described to us, via the bi-/multilingual books that they chose, their ways of implementing three key stages in reading: pre-reading, reading, and post-reading. The results of this research show, in particular, that teachers rely on practices already experienced during the reading of monolingual literature, but that they also create new ones to highlight the bi-/multilingual nature of the works they use.