Didactics phenomenons in immersion’s classes

  • Fran Leutenegger
  • Itziar Plazaola Giger


This essay is part of a wider reflection on the issues raised by the study of various didactics. We will focus on the didactic interactions that occur in so called « immersion » classes, during lessons dedicated to the resolution of arithmetic problems. The school is bilingual French-English. These classes are taught in French and attended by approximately 12 years old pupils of diverse linguistic origins. How does the teacher manage such classes, with respect to the taught/learnt contents? Based on a in depth scrutiny of such a class, the following essay presents a cross disciplinary analysis, referring to two different entry points: on one hand, a theoretical framing stemming from French second language didactics, and on the other a framing derived from mathematics didactics articulated with comparative didactics.

How to Cite
Leutenegger, F. and Plazaola Giger, I. (2002) “Didactics phenomenons in immersion’s classes”, Swiss Journal of Educational Research, 24(2), pp. 327–346. doi: 10.24452/sjer.24.2.4633.