[Promoting children's multilingualism at school].

In disadvantaged neighborhoods, where most children grow up with several languages, the dynamics of multilingualism are poorly understood, little taken into account and sometimes still associated with difficulties at school. As the resource represented by the family language carried by parents is poorly identified and little recognized, children sometimes do not benefit enough from the advantages of harmonious plurilingualism, and show signs that can worry school professionals. Avicenne's language assessment for allophones and new arrivals enables a detailed exploration of the organization of languages around the child, and of family representations and practices, which in turn leads to the provision of support promoting a new, more beneficial language dynamic.