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Data on foreign language learning and the ability to take part in a conversation using a foreign language were collected by Eurobarometer in 1994 from representative samples of the population in 12 member states of the European Union (n = 13,029). Drawing on these data, the authors observe that knowledge of foreign languages has increased considerably in Europe in the last 40 years, thereby improving the potential for communication among Europeans. They note that the three most learned and spoken foreign languages, English, French, and German, are all expanding. However, English is by far the language which has progressed the most, which raises the question of the eventual emergence of English as a lingua franca. The authors use the representative data from the Eurobarometer study, differentiated by country and by age group, to estimate the probability that a particular language will be used when nationals of two different countries belonging to two different age groups (15±24, and 55 and older) interact. Some sociolinguistic implications are examined in the conclusion.

L’immigration est un facteur important de diversification des écoles de langue française en Ontario. Comment se structurent les rapports entre les institutions, les parents et le monde communautaire dans la prise en considération de la diversité par les écoles de la minorité ? Nous présenterons les résultats d’une étude ethnographique combinée à une analyse de discours réalisée entre 2002 et 2004, où nous avons analysé les représentations et pratiques institutionnelles dans 15 écoles d’une grande ville ainsi qu’une initiative communautaire mise de l’avant par une association locale de femmes immigrantes, mettant ainsi en valeur la complexité des processus à l’oeuvre dans les relations entre l’école et les familles immigrées.Immigration is an important factor in the diversification seen in Ontario’s French language schools. How are the relationships between institutions, parents and communities shaped to account for diversity as it is experienced in minority language schools ? We will discuss the results of an ethnographic and sociolinguistic study that took place between 2002 and 2004, where institutional policies and practices used in 15 urban schools and a community initiative put forward by an association of local immigrant women were analyzed. This study highlights the complexity of processes at work in school- immigrant family relations.La inmigración constituye un factor importante de diversificación de las escuelas de lengua francesa en Ontario. ¿Cómo se estructuran las relaciones entre las instituciones, los padres de familia y el mundo comunitario, en la toma en cuenta de la diversidad por las escuelas de la minoría ? Presentaremos los resultados de un estudio etnográfico combinado a un análisis de discurso realizado entre 2002 y 2004, donde hemos analizado las representaciones y prácticas institucionales en 15 escuelas de una gran ciudad así como una iniciativa comunitaria desarrollada por una asociación local de mujeres inmigrantes, poniendo de relieve la complejidad de los procesos que intervienen en las relaciones entre la escuela y las familias inmigradas

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