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This paper will present an analysis of the notion of cultural and linguistic diversity in the new curriculum for primary schools in France (MEN, 2003). First, it will explain how this notion is linked both to a wider choice of languages and to the teaching of one foreign or regional language only. We shall argue that, despite the wide theoretical choice of languages and the purported ministerial objective of 'familiarisation' with linguistic and cultural diversity, the notion of diversity is envisaged mainly as a policy to counterbalance the hegemony of English. The second part of the paper will report on a language and cultural awareness project in a primary school in Alsace, where a variety of languages and cultures of different status have been presented to pupils. In contrast to the objectives of foreign language teaching (FLT), the project focused on raising the profile of minority languages, acknowledging the educational potential of home bilingualism, educating children about language, languages, and the relativity of cultural practices, with the ultimate aim of fostering tolerance. Our analysis shows that, despite the reluctance of most French schools to move away from a monolingual habitus, some teachers are able to go beyond the top-down policies inscribed in the new curriculum. The teachers in the Didenheim project were not afraid to tackle the growing multilingualism within their classrooms and have been able to break down ideological barriers by using the linguistic and cultural diversity of their pupils as a resource for learning.

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The aim of this article is to analyse the early childhood education and care (ECEC) language policy in the city of Strasbourg, focusing on an ethnographic case study of a newly established bilingual English–French crèche in the city. In France, establishing an early childhood education structure – more specifically, a day care centre catering to young children – involves close coordination with national, departmental, and local government entities. Associations that embark on this process go through a long administrative process. Taking this fact into consideration, we maintain that to understand the language policy in ECEC, it is imperative to examine the overlapping participation of different government entities and services from the national, regional, departmental, city, and local levels. Our data reveal that the conceptualization of the language policy at a newly created bilingual crèche structure was highly influenced by top-down language policies and pervading language ideologies. Yet, the crèche personnel needed to interpret, negotiate, and appropriate this policy in order to consider its feasibility and to take into account the children's interests and welfare within the normal functioning of this early years structure.