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&lt;p align=&quot;left&quot; style=&quot;margin-top: 6px; text-align: left;&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&amp;Agrave; la fois capitale d&amp;rsquo;une Conf&amp;eacute;d&amp;eacute;ration helv&amp;eacute;tique plurilingue et d&amp;rsquo;un canton bilingue (allemand-fran&amp;ccedil;ais) mais ville, quant &amp;agrave; elle, exclusivement germanophone, Berne a inaugur&amp;eacute; en 2019 sa toute premi&amp;egrave;re offre de scolarisation bilingue. Si de nouvelles dynamiques li&amp;eacute;es aux langues nationales et &amp;agrave; leurs enjeux dans les milieux &amp;eacute;ducatifs y semblent &amp;agrave; pied d&amp;rsquo;&amp;oelig;uvre, tous.tes ne partagent l&amp;rsquo;enthousiasme pour la &amp;laquo; nouvelle id&amp;eacute;ologie dominante &amp;raquo; (Maurer, 2011) du plurilinguisme. Certain.e.s francophones semblent exprimer de la m&amp;eacute;fiance &amp;agrave; l&amp;rsquo;encontre de ce type de formation dont ils estiment qu&amp;rsquo;elles pr&amp;eacute;sentent avant tout des avantages pour les al&amp;eacute;maniques. Allant &amp;agrave; l&amp;rsquo;encontre de l&amp;rsquo;engouement actuel pour les formations bi/plurilingues, cet apparent d&amp;eacute;calage invite &amp;agrave; envisager le point de vue de ces acteur.e.s, issus d&amp;rsquo;une communaut&amp;eacute; linguistique triplement minoritaire (aux niveaux, f&amp;eacute;d&amp;eacute;ral, cantonal et communal) : s&amp;rsquo;agit-il d&amp;rsquo;un refus d&amp;rsquo;apprendre l&amp;rsquo;allemand de leur part ? A l&amp;rsquo;instar de ph&amp;eacute;nom&amp;egrave;nes observ&amp;eacute;s en Belgique n&amp;eacute;erlandophone ou au Canada anglophone, c&amp;rsquo;est-&amp;agrave;-dire l&amp;agrave; o&amp;ugrave; le fran&amp;ccedil;ais est minoritaire, le bilinguisme serait-il per&amp;ccedil;u &amp;agrave; Berne comme une forme de germanisation cach&amp;eacute;e ? Comment les parents parmi les quelques 7% de francophones/bilingues de Berne envisagent-ils leur r&amp;ocirc;le et celui de l&amp;rsquo;&amp;eacute;cole dans la transmission (ou non) des langues &amp;agrave; leur.s enfant.s ? En quoi les repr&amp;eacute;sentations de francophones suisses diff&amp;egrave;rent-elles (ou non) de celles de francophones &amp;eacute;tranger.e.s ?&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p class=&quot;MsoBodyText&quot; style=&quot;text-align: justify;&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;Ces questionnements sont &amp;agrave; la base du projet de recherche qualitative &amp;laquo; &lt;i&gt;Politiques linguistiques familiales de parents francophones &amp;agrave; Berne &lt;/i&gt;&amp;raquo; (2019-23). V&amp;eacute;ritable collaboration entre chercheures de disciplines diff&amp;eacute;rentes (sociolinguistique, anthropologie sociale et sociologie) et de diff&amp;eacute;rents groupes linguistiques (francophone, germanophone, plurilingue), le projet articule pluridisciplinarit&amp;eacute; et plurilinguisme. Mettant en lumi&amp;egrave;re les pratiques invisibilis&amp;eacute;es des parents francophones de Berne, il donne &amp;eacute;galement &amp;agrave; voir comment une apparente r&amp;eacute;sistance microsociale peut cacher d&amp;rsquo;autres formes de r&amp;eacute;sistance plus syst&amp;eacute;miques et institutionnalis&amp;eacute;es.&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

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&lt;p&gt;&lt;em&gt;&lt;strong&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;Abstract&lt;/span&gt;&lt;/span&gt;&lt;/strong&gt;&lt;/em&gt;&lt;/p&gt;

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&lt;p class=&quot;MsoBodyText&quot; style=&quot;text-align: justify;&quot;&gt;&lt;em&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;page:WordSection1&quot;&gt;Though Bern is the capital city of multilingual Switzerland and of the bilingual canton of Berne (German-French), it is but an exclusively German-speaking city where French-speakers represent about 7% of the population. Its first bilingual school opened in 2019 creating new dynamics as regards to the national languages. Still, not everyone seems to share the enthusiasm for the &amp;quot;new dominant ideology&amp;quot; (Maurer, 2011) of multilingualism. Some French-speaking parents even seem to express mistrust towards bilingual education, which they believe advantages above all German-speaking families. Contrary to the current craze for bi/multilingual education, this apparent discrepancy invites to consider the point of view of these actors, who come from a linguistic community that is a triple minority (at the federal, cantonal and communal levels): is it the symptom of their refusal to learn German? Following the example of phenomena observed in Dutch-speaking Belgium or in English- speaking Canada, i.e. where French is a minority language, would bilingualism be perceived in Berne as a hidden form &amp;ldquo;Germanification&amp;rdquo;? How do French-speaking parents see their role and that of school in the transmission of languages to their children? Do representations of Swiss French-speaking parents differ from the representations of foreign French-speaking parents on that matter?&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/em&gt;&lt;/p&gt;

&lt;p class=&quot;MsoBodyText&quot; style=&quot;text-align: justify;&quot;&gt;&lt;em&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;page:WordSection1&quot;&gt;&lt;span style=&quot;line-height:115%&quot;&gt;These questions form the basis of the qualitative research project &amp;quot;Family language policies of French-speaking parents in Berne&amp;quot; (2019-23). The project is a collaboration between researchers of&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;line-height:115%&quot;&gt;different fields (sociolinguistics/language learning pedagogy, social anthropology and sociology) and of different language communities (French and German-speaking) and therefore articulates itself interdisciplinarity and multilingualism. It highlights the invisible practices of French-speaking parents&amp;nbsp; in Berne and shows how an apparent microsocial resistance can hide other more systemic and institutionalized forms of resistance.&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/em&gt;&lt;/p&gt;

&lt;p class=&quot;MsoBodyText&quot; style=&quot;text-align: justify;&quot;&gt;&amp;nbsp;&lt;/p&gt;
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&lt;p&gt;&lt;strong&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;em&gt;Keywords&lt;/em&gt;:&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/strong&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span lang=&quot;EN-US&quot;&gt;family language policies,&amp;nbsp;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span lang=&quot;EN-US&quot;&gt;sociolinguistics,&amp;nbsp;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span lang=&quot;EN-US&quot;&gt;social anthropology,&amp;nbsp;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span lang=&quot;EN-US&quot;&gt;bi/multilingual education,&amp;nbsp;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span lang=&quot;EN-US&quot;&gt;resistance&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;