Question 13116 — teaching

Summary

Mr. Damien Girard questions the Minister of National Education on the serious shortcomings of taking into account regional languages ​​and in particular Breton, in the reform of initial teacher training. While teaching today constitutes the main vector of transmission of the Breton language, the recent sociolinguistic survey commissioned by the Brittany Region highlights a worrying drop in the number speakers: only 2.7% of residents say they speak Breton “very well” or “fairly well”, while more than half of the population is unaware of the existence of Gallo. This situation makes a proactive teacher training policy essential. However, despite the commitments made by the State within the framework of the Brittany State-Region convention for the transmission of the languages ​​of Brittany (2022-2027) and the provisions of the law of May 21, 2021 known as the “Molac law”, the ongoing reform of school teacher training does not make it possible to meet the specific needs of bilingual education. The announced creation of a new training course in Rennes is not accompanied by the transformation of the education sciences license backed by a PPPE in Brest into a bilingual school teaching license (LPE), nor by the opening of a bilingual LPE French-Breton in Rennes. The LPE “Breton language course” license announced for the start of the 2026 school year provides for linguistic reinforcement limited to 100 hours over three years, a volume that is clearly insufficient in view of the requirements of the special external “regional languages” competition, whose language tests represent 30% of the overall mark. Furthermore, the decree of January 12, 2026 establishing the national framework for teaching and education masters does not contain any reference to regional languages ​​or bilingual education, contrary to the objectives set by article L. 312-11-2 of the education code, which provides for the teaching of regional languages ​​as part of the normal timetable. The planned margins for territorial adaptation, limited to 10% of the hourly volume, do not make it possible to build coherent training in bilingual education. This situation contrasts with the systems put in place in other territories, notably in Corsica or New Aquitaine, where structured bilingual licenses and courses are being deployed. It compromises the creation of a pool of candidates for the specific recruitment competition for Breton-language school teachers, even though the need for bilingual teachers is proven. Finally, the lack of training for “non-bilingual” teachers to the teaching of regional languages ​​makes the application of the “Molac” law illusory, while comparable training exists for the teaching of modern foreign languages ​​in primary school. In this context, he questions him on the measures that the Government intends to take to: fully integrate regional languages ​​into initial teacher training; create teaching licenses for bilingual schools French-regional languages ​​adapted to the real needs in terms of Breton language training for future teachers; and guarantee, in accordance with the law, the effective right of students to the teaching of Breton during school time.

Machine translation from French. The official text remains authoritative.

Timeline

1. 24 February 2026

   Question

   Source: DateQuestion

Votes

No vote records are attached yet.

Versions

No version snapshots stored. Document URLs remain at the source.

Documents

No documents linked.

Sponsors

• Damien Girard · auteur

Related records

No cross-record relationships stored yet.