Littératie et développement social et culturel des enfants: enjeux et tensions en contexte plurilingue

The present contribution addresses primarily the semiotic dimension of a conception of enacted culture within the context of primary school education in Luxembourg characterised by its institutional
trilingualism and by an extreme diversity of the linguistic biographies. A micro-ethnographic contrasted analysis of three video recorded events highlights how literacy is used in different ways as mediational means within and for the construction of the social organisation work with its opportunities to participate and to learn and with its power relations: as homogenising tool for subjection within a struggle for control over semiotic resources or as tool for productive collaboration through legitimate participation based on the diversity and the complementarity of the children's cultural resources and through the transformation of their social identities.