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Starting from the need to think about the didactics of French in a way that includes all plurilingual pupils in the ordinary classroom, the present contribution proposes to identify the family language practices of 169 plurilingual pupils, composed of alloglots born in France (Gouaïch 2018) and allophones. The results show that while the plurilingual practices of alloglots share several general characteristics with those of allophones, they differ in several more specific respects.

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