This pilot exploratory study examines the influence of heritage speakers on the pedagogical dynamics of Spanish classes in Geneva secondary schools. Based on the responses of nine teachers to a questionnaire, it examines their perceptions of the impact of these students on both group dynamics and peer learning, as well as the pedagogical strategies they develop. The research is based on a clear hypothesis: a positive perception could be associated with more frequent use of differentiation strategies, while a nuanced or negative view could result in fewer adaptations. To test this, teachers' perceptions are cross-referenced with different variables –such as whether or not the teacher is a heritage speaker– and the correlations between these and their classroom practices are analyzed. Finally, the study focuses on a key aspect: the training needs expressed by teachers. This work not only provides data on a reality that is still little explored in the Geneva context, but also invites reflection on the factors that condition the implementation of differentiation practices in contexts of linguistic diversity.
