In this article, we propose a comparative case study through interviews with some teachers who had been exposed to the implementation of pluralistic approaches to languages and cultures. Some of these teachers became involved in this innovation while others did not. We wonder here especially if what distinguishes the two groups is not primarily individual disposition to move one’s points of reference, to give up - at least partially – one’s position of subject who is supposed to know, to adopt a position of learner and quit a professional habitus. Among the possible categories from social psychology, we are studying in particular: - teachers' representations on the pupils and on their own role; - teachers' representations on alterity; - teachers' practices and diversity