This contribution submits the first results of an ongoing project carried out in a mediterranean area of France (Sète, Occitanie), more particularly in neighborhoods where multilingualism constitutes a relevant issue of both educational research and training. By involving several communities with a view to promoting the development of plurilingual and intercultural competence (Cummins, 2000, 2001; Council of Europe, 2022), the project focuses on shared initiatives in the first level of elementary school. This period corresponds to a significant transition between nursery school (or kindergarten) and the cycle of "fundamental learnings" in the domain of Literacy (Myre-Bisaillon & Torterat, 2021). In a multilingual teaching context, these issues raise many questions in terms of basic skills, inclusion and common initiatives.

Our research-action relies on numerous works in didactics of languages and cultures (French and international), as well as on the recommendations of the Council of Europe dealing with the development of educational and linguistic practices (Council of Europe, 2001, 2007). Several of these works question the orientations consisting in cumulating monolingualisms in teaching situations. Despite the consequent contributions of the research in didactics of languages on plurilingualism, the implementation of such orientations continue to undermine the importance of Home Environment in Early Age for later Literacy Development.

Nonetheless in Europe, the needs identified in terms of the involvement of families and other stakeholders have been extensively documented. These stakes are clearly demonstrated in the FRA report (2021) of the Agency for Fundamental Rights, the Eurydice Key Data on Early Childhood Education and Care in Europe (2019), the EENEE Analytical Report, 32 (2018), as well as in the report ET2020 Working group Early Childhood Education and Care (2020) (Cf. Torterat, Azaoui & Ruprecht, 2022).

In the French elementary school context, the linguistic homogeneity of pupils is presented as a basic paradigm that prevails in the organization and structuring of teaching programs. However, in the classroom, the concreteness of the linguistic diversity of literacy learners appears to be a permanent challenge.

The specific issues of this empirical study have been identified as follows:

- to what extent can this kind of collaboration enable the linguistic security of plurilingual student-learners?

- how does it enhance the participants’ metalinguistic abilities of (re)analysis and comparison (Auger, 2005) between the languages?

- how do these sessions arouse an opening to the linguistic and cultural diversity, through the discovery of other graphemes, encoding systems, phonics/spelling correspondence of the different languages of the class?

This communication thus aims to provide the outcomes of the collaboration between all the stakeholders.

As suggested above, the French teachers cope with a doubly paradoxical situation. On the one hand, the official texts of the National Education (Official Bulletin n°11 of November 26, 2015) strongly point out that the linguistic skills in the "common" language is the priority, but also admit that school must welcome family cultures, alloglot contexts and multilingualism. On the other hand, even if that diversity is really accepted by the teaching teams, they do not have the training nor the props for a concrete implementation within the classes. Specifically in elementary school, this linguistic diversity, which reflects the different life paths of the families, struggles to be a resource for reading-writing skills. It can even be perceived by some educators as an obstacle to an introduction into the written productions if the linguistic structure (phonological, lexical, syntactic) of the family language seems too far removed from French. The children intuitively make links between the school sphere in which they evolve and their social and family environment (Sauvage & Guiraud, 2015), but this is obviously not enough. In the mediterranean context targeted, it appears that the multilingual skills can come into tension with the formalized academic language of the school. Our empirical approach thus reports on the observation of pedagogical sessions for learning of reading and writing, and establish to what extent the classroom can be an inhibiting environment for students whose first language is different from the French of schooling. This leads to the recognition of a real linguistic insecurity: inhibition, refusal to speak, self-deprecation of the first language. Based on a sample of two classes including children (n=34) from vulnerable neighborhoods, our collaborative research involve trainers and teachers in the implementation of pedagogical workshops supervised by two research teams of Montpellier (LHUMAIN, on the issue of plurilingualism, and LIRDEF, on the learning processes. Cf. Torterat, Azaoui, Boutevin & Dupuy, 2020). These workshops consisted in several teaching sessions on reading and writing. These sessions involved teachers, researchers and parents, and attempted to implement a didactic continuum between family languages and the language of school, through the learners' inter-language synergies.

Following the conclusions of studies on language didactics (Heller, 1996; Gajo, 2001), the joint works have led to a reflection on the levers likely to strengthen intercomprehension (Auger, 2005, 2008). These workshops set up teaching situations in which languages other than French, spoken by students in regular classes, become an object of study and knowledge for students and teachers. Implemented in a so-called "priority" area of the city of Sète (France, Hérault) during the years 2021-2022 and 2022-2023, the project has contributed to recognize parents as partners in a common initiative, by highlighting the different components of reading and writing acquisition as the result of complex processes in which diverse language repertoires can play a determining role. We expose to what extent such a global perspective of language behaviors may improve inclusion (Bronckart, 1997) around heterogeneous phonological, lexical and syntactic materials. The results of the study also show how the family languages (or "heritage language" (Adissu, 2022) can meet the requirements of the school institution. At the same time, we discuss the implications of the workshops for the training of social work and education actors.

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