Teaching in a French-language school in a minority setting means contributing to a vast societal project. Given an increasingly diverse Francophonie, teachers must daily address their students’ varying needs, which go far beyond the traditional pedagogical framework. In addition to learning, today’s students that are about to integrate into the Francophonie must build their identity, often develop a sense of ownership of the language if they live in an exogamous family, or find their place if they are newcomers. This year’s symposium will focus on the tools that help teachers deal with increasingly complex responsibilities.