Geneva, a city of international communities, has a large population of allophone students (45% as of 2019 - per SRED statistics to be exact). In an effort to value these diverse identities within public education, but also to respond to a curiosity about the prescriptions of English language teaching, this research focuses on the teaching of English in Geneva's public schools. What follows is a critical analysis that seeks to compare the prescriptions of the Plan d'études romand (PER), the didactic propositions of the moyens d'enseignement romands (MER) and current practices expressed by two teachers. Anchored in a theoretical framework that explores descriptive and comprehensive theoretical orientations of teaching practices in language didactics in these contexts, this dissertation work proposes a reflection on the concepts of didactic transposition, translanguaging and the major trends of the communicative/task-based approaches of the scientific literature.