The methodological approach followed here takes the intention of the teacher serious to really integrate language AND content in a way that makes both the (foreign) language learning and the content learning visible and related to one another. Given English as the foreign language of instruction in a French primary school setting for achieving certain aspects of knowledge and development about physical education clearly sets the scene and motivates the sustained actions of the teacher(s) both content- and language-wise. In addition, the teacher is pursuing the development of more general educative skills (as a basis for subject-oriented “Bildung”) like concentration, repetition, observation, articulations of perceptions, giving non-judgmental feedback all of which shows in the videos. It is assumed that learners process content not only through language, but also through the extended forms of semiotic representation the meaning of which is pretty obvious in this particular case. The approach also postulates that learners can access language separately from content in case of need, particularly in instances of ill-understanding or need for clarification on a meta-level. This theoretical stance has been one of the results of a research project of mine including the use of Thinking Aloud Protocols (TAP).