Gérer les contraintes dans une classe multiethnique : l’angle de l’activité enseignante

This article aims to study teaching activity in a multiethnic context. Data were collected in the context of a research project in Québec about reconstruction of teachers’ stories of practice in a multiethnic environment. More specifically, the article explores the reasons that induce three teachers to make their decisions to face a problematic situation with an immigrant student, by virtue of the prescriptions and the context of their class. The results show three ways of implementing the teaching activity: complying with the prescriptions, manipulating the prescriptions and acting on the prescriptions.