This article aims to analyze, taking the clash of voices into account, the images that pre-service language(s) teachers build in their discourse, concerning grammar and the teaching of their mother language. We are anchored in the theoretical framework of the French Discourse Analysis and we assume that the discourse of our subjects of research is made up of conflicting voices from different discursive filiations, and that the subjects consolidate, regardless of the year in which they are in their course, homogeneous conceptions about the mother language and its teaching.
mother language; teacher education; grammar; images; French discourse analysis