The question of the education of the Corsican language was often a source of conflict before becoming more consensual, from 2000. The political speech then bent to promote the bilingual education, within which 17,50 % of the pupils of the primary are at present schooled. The tendency to the massification comes along with a mediatization which insists on the " social cohesion " which the school multilingualism is supposed to support. The administrative speech underlines for its part another aspect: " the school excellence ".
On an island in profound mutation, so much point of view demographic as cultural or economic, the political class succeeded in integrating the promotion of the Corsican identity into the educational project and more widely within a " societal project ". The educational public policies thus seem to cross the orders of the various actors. The learning of foreign languages, supported by the EU and the Ministry of Education, becomes integrated into the regional project defended by the Territorial Collectivity of Corsica which wishes to generalize the French-Corsican bilingual education. Other actors appeared during the last years. Families, on one hand, which show their interest for the education of their child, notably by wishing to choose the school or the sector in which they wish to school him. As for the bilingual teachers, they constitute a professional minority which may upset the representations and the former plans conveyed by a unitarian and hyper-republican vision of the teaching profession.
We began to investigate into the ground, to check in which measure the bilingual school plays the role of melting pot which assigned her the politicians. This evaluation of the public policies bases on the statistical analysis of the social composition of three schools including each a bilingual and a standard sector. The inquiry includes besides the analysis of the impact of the management of the human resources on the development of the multilingualism to the school. It is a question, in the level of the school, of describing the constraints, the objectives and the procedures employed by the managers of school to constitute the classes. In the departmental level, it is a question of measuring the impact of the new procedures of affectation on the representations and the motivations of the teachers towards the bilingual education.
According to the obtained results, we aim to define on which conditions the bilingual education could facilitate the excellence rather than the elitism and the social cohesion rather than the exclusion. We shall suggest possible ways to promote in the same movement the school efficiency and the equity as well as the social coeducation while respecting the freedom of families in education. He goes away of the legitimacy and the success of this educational innovation which constitutes the French-Corsican bilingual education and more widely, the multilingual education.