Si le bilinguisme et le multilinguisme ne sont ni des phénomènes rares ni des phénomènes nouveaux, ils suscitent toutefois de plus en plus d'intérêt dans la société civile, comme dans la recherche (Edwards, 2013). Cet intérêt croissant s'explique notamment par l'importance accordée à la globalisation des marchés, à la mobilité et aux communications dans le contexte économique néolibéral que nous connaissons aujourd'hui (

Framed within critical poststructuralist sociolinguistics, this narrative study sheds light on the language ideologies and practices of eight Greek heritage language (HL) teachers in Greek schools in Montreal and Toronto. Examining the teachers’ ideologies and practices is important, as they can either engage or alienate HL learners. Engaging HL learners is significant, because for many of them the Greek school is their only opportunity to use the language. Language portraits, written tasks, and semi-structured interviews were used to collect data, which were then analyzed narratively and thematically. The findings suggest that the teachers’ attitudes towards students and practices are largely shaped by their monolingual ideologies. The need for targeted teacher training is highlighted, to ensure that HL teachers are equipped to accommodate all their students’ needs.

While bilingualism and multilingualism are neither rare nor new, they are receiving increasing attention in civil society as well as in research (Edwards, 2013). One reason for this growing interest is the emphasis on market globalization, mobility, and communication in today's neoliberal economic context (