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More than half of the children in the world speak a different language at school from\u00a0the one(s) spoken at home<\/a>\u00a0.\u00a0In France too, a large number of children today live in a\u00a0bilingual or multilingual situation<\/a>\u00a0.<\/p>\n Some parents born in France and of immigrant origin speak their family’s languages \u200b\u200bto their children in order to transmit and preserve their linguistic and cultural heritage.\u00a0Others have their children take private language lessons very early on or immerse them in a language bath through the use of an au pair in order to broaden their\u00a0language repertoire<\/a>\u00a0.<\/p>\n This second situation is socially valued and perceived as an asset, without the teachers knowing how to exploit it.\u00a0At the same time, there are situations in which multilingualism is perceived as a handicap.\u00a0French schools thus welcomed\u00a077,435 newly arrived allophone pupils in 2021-2022<\/a>\u00a0and their language repertoire is plural.\u00a0They often speak (very) little French, the language of schooling.\u00a0Their multilingualism tends to be overshadowed by teachers who often perceive it as an obstacle to success when it could constitute a\u00a0linguistic point of support<\/a>\u00a0.<\/p>\n To what extent is it possible to help teachers take into account the language repertoire of all students in order to make it an asset for learning?\u00a0Can a pedagogical practice based on plurilingualism have a positive impact on the emotions of students and teachers, contribute to the well-being of families and promote inclusion?<\/p>\n The study presented here is based on\u00a0action research<\/a>\u00a0carried out in a kindergarten located in a priority education network in the Ile-de-France and more particularly on the organization of the language week from March 27 to 31, 2023.<\/p>\n Twelve teachers from the small to the large section and their director volunteered to bring the week of languages \u200b\u200bto life in their school by involving the whole school community, as well as the families of the pupils.<\/p>\n Upstream, an attempt was made to identify the languages \u200b\u200bspoken at home by the families of the pupils, materials (music, songs, stories, nursery rhymes, etc.) were chosen and communication with the families was organized in order to inform them of the event.<\/p>\nLanguage week: an original calendar<\/strong><\/h4>\n