Description: The aim of this paper is to discuss the question of teaching-learning through both Anglo-American and continental European perspectives on the basis of a review of literature of the most important ones. For instance, Anglo-American conceptual positions on teaching and learning are very much influenced by the debate between cognitivists and situationnists researchers (the later mainly sourced in the Second Psychology, pragmatism and Everyday Cognition) (Cole, 1996 ; Moro, 2001). Meanwhile continental European perspectives on teaching and learning are much more related to Didactics which tradition can be traced back to Comenius and that recent research highlights proximities with the historico-cultural psychological paradigm of Vygotsky (Bronckart & Schneuwly, 1991 ; Moro, 2004). To achieve these targets, we will define which configurations of concepts underline the respective positions, their sources, their methods and which objects are studied. In order to precise the epistemological assumptions of the different positions, the role of objects of knowledge, of situation, of institution, of actors, of interactions, of extra-interaction elements such as curricula, pedagogical documents, etc. in the process of teaching-learning will be considered. Finally, we will discuss the links between teaching, learning and development in respect with every tradition.