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This article stems from an on-going qualitative study of the ‘environment’ of Montreal’s elementary level welcome classes for new immigrant students (classes d’accueil), including teachers’ language attitudes and actual language practices in the classroom. Since the official language of instruction in Quebec is French, the classe d’accueil provides a unique setting for exploring many issues: how teachers look upon the linguistic and cultural diversity of their learners; how teachers negotiate their way between potentially opposing tensions-to integrate newly arrived children into Quebec, and, to reinforce Quebec’s distinct cultural and linguistic status. By drawing on socio-cultural theory of language learning, this study explores the manner in which teachers might foster an inclusive learning environment in the classe d’accueil. Resume Cet article est le resultat d’une etude qualitative en cours a l’ecole primaire qui analyse l’environnement des classes d’accueil pour nouveaux immigrants a Montreal. Elle analyse egalement les attitudes linguistiques et les pratiques langagieres des professeurs dans la salle de classe. Comme la langue officielle de l’education au Quebec est le francais, ces classes d’accueil offrent un environnement unique pour explorer beaucoup de questions : comment les professeurs percoivent-ils la diversite culturelle et linguistique de leurs apprenants, comment negocient-ils les tensions opposees, c’est-a dire comment font-ils pour integrer des enfants qui viennent d’arriver au Quebec en meme temps que renforcer la particularite linguistique et culturelle de la province. Tout en se basant sur la theorie socio culturelle de l’apprentissage des langues, cette etude explore les differentes facons offertes aux professeurs qui encouragent la mise en place d’un environnement d’apprentissage inclusif en classe d’accueil. In 1977, legislation rendered French the official language of Quebec in all public spaces and in business. With the Charter of the French Language (Bill 101), French thus became the language of public schooling for all, with a legal exception made to retain a small English public system for English-speaking children already enrolled in the system and henceforth, for those whose parents had been schooled in English elsewhere in Canada. Following this legislation, new immigrant students were required to attend French-medium schools. To accommodate this influx of learners into the French schools, most of whom spoke neither French nor English at home, a system of reception classes called classes d’accueilliterally welcome classeswas established. The

What’s Language Got to do with it? An Exploration into the Learning Environment of Quebec’s Classes d’Accueil