"Faites ce que je dis, pas ce que je fais"

les institutions de formation ont-elles un devoir d’exemplarité en matière de politique linguistique?

Abstract

Are teacher training institutions obliged to ensure coherence between the content they teach –particularly in language didactics – and the practices they apply at the tertiary level? Is there a duty to set an example in the field of language policy? This bilingual article seamlessly integrates form and content, exploring the role of language policy in the governance strategies of tertiary teacher education institutions in Switzerland, with a particular focus on the German-speaking University of Teacher Education Bern (PHBern). Two internal language didactics projects illustrate specific approaches to enhance individual multilingualism: "ViVa Lang", which aims to make the linguistic resources of academic staff more visible, and different bachelor thesis groups, that foster multilingualism among students. However, between officially approved theoretical goals and their didactic implementation, these projects encounter structural challenges – most notably, the entrenched monolingual habitus of teacher education programs.