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This paper examines literacy practices in a Corsican bilingual classroom, focusing on the way that pedagogical practices attribute authentic and powerful identities to both the minority language and to learners. This involves meeting two sometimes conflicting goals: (1) fostering an intimate and authentic sense of cultural ownership of the Corsican language among children who are largely French-dominant; and (2) creating symbolic and functional parity between Corsican and French in the broader context of the Corsican language revitalisation agenda. The analysis of Corsican literacy instruction in a Corsican bilingual school shows that these dual goals are addressed through practices that involve the collective, collaborative production of texts (intimacy function) which are treated as authoritative in the class (power/parity function). These micro-level practices are replicated in the overall patterning of literacy work in the two languages of the classroom, where there is virtual parity in the amount of literacy work done in the two languages, but in which Corsican is the subject of less individual work and rigorous evaluation.
