International audience ; The paper briefly presents the historical and sociolinguistic landscape of the Grand Duchy of Luxembourg in order to understand the diachronic origin of national institutional triglossia. This perspective attempts to shed light on the fact that Luxembourg has chosen not to produce national textbooks for secondary education. Now, with historians Marc Ferro and Gilbert Trausch agreeing that history and geography textbooks are the primary vectors of "national narrative" and the perception of international issues affecting the state, this perspective raises the following questions:- What arguments does the Grand Duchy of Luxembourg put forward to justify the lack of national production of textbooks?How, then, does the Grand Duchy elaborate its national narrative and distinguish it from the countries from which it borrows its textbooks?- How is Luxembourg conceived in the European Union?Promoted by national multilingualism, Luxembourg chose between German or French textbooks on the teaching of history and geography at the secondary level, all students supposed to use German and French interchangeably as languages of schooling. . However, the classical and technical sectors differ in terms of language. The classical system favors German, the technical system French. In fact, 46% of the resident population is of foreign nationality, 30% of whom are of "Roman-speaking" origin. Children from these linguistic communities constitute the main group of students who fail school due to lack of fluency in German, the main language of primary schooling. Thus, technical education, considered more "accessible", favors French textbooks written in a language more familiar to students, where history and geography are partially integrated into the French curriculum.In addition to the financial gain of an economy of production of own manuals, the country advances the argument of the methodological perspective of different foreign approaches and its benefit for the local faculty and students.The local ...