Bilingual education is a place where different didactic approaches coexist and the observed classroom practises relate, not only to the particular socio-institutional contexts or the chosen modalities, but also to the teachers' social representations about bilingual teaching/learning. In fact, they look at bilingual education from different perspectives, knowing that it aims, in theory, not only at L2 development, but also at the learning of so-called non-linguistic disciplines. These perspectives are revealed in teachers' discourse (semi-structured interviews) and seen in the context of their teaching practices (video classroom observations). They appear to adopt more or less monolingual or plurilingual approaches, approaches that are more or less oriented towards L2 or non-linguistic subject teaching/learning and approches that allocate a role and a place of varying importance to the two languages of instruction and to language alternation.