From an inclusive point of view, school has to adapt to take account the variety of pupils, and particulaly the social dimension of the linguistic deficit. This dimension results from the interaction between the child’s individual characteristics and particularly mother tongue (L1) and the requirements of the school environment (Plaisance2007). According to that view, inclusive education specially focuses on (i) the way to integrate pupils in school, (ii) the organization of spaces and the production of didactic material, (iii) the pupils’ involvment in the learning process: didactic adaptation, adaptation to the learning contents and individual projects (Garel 2006).

Yet, the study of non verbal invariance factors between the languages when spoken spontaneously at school is still unexplored.

Our assumption is based on an intercultural point of view: if some stable parameters exist between the mother language and the language used at school, they will have an important impact in the reception, comprehension and production of exogenous language (L2).

We choose to compare French and Arab[1].

The frame of our theoretical study is two-fold and refers to:

- « grammaire de l’intonation » (grammar of prosody) (Morel – Danon Boileau 1998) who have studied prosody through a constructivist and situated perspective: the aim of enunciation is to build a “verbal scene” (Victorri, Lacheret Dujour 2007) which is part of an intersubjective space shared by the interlocutors.

- The essential role of learning through language, with receptiveness, competence and confidence in using language, and cognitive development (Nonnon 2001, Plane 2000).

- The « cultural psychology » (J. Bruner 1996), its concepts (culture intention and meaning) and themes (constructivism, functionalism and social construction of knowledge), and the role of narrative to promote emotional and imaginative development in language.

[1] French population : 65 000 000 people

People from arabic areas  (Magreb) :  Algeria 620 000, Morocco 585 000 Tunisia 208000, Lebanon

Harkis : 400 000 - “Beurs”  (following generation of people coming from Arabic areas) : 600 000

Bruner J.S.(1996). The Culture of Education, Cambridge, MA: Harvard University Press, Lacheret Dujour Anne (2003) La prosodie des circonstants en français parlé, collection de linguistique de la Société Linguistique de Paris Morel M.A., Danoin Boileau L. (1998) Grammaire de l’intonation, Bibliothèque de Faits de Langue, Paris, Ophrys Vygotski, L. (1934). trad.fr. Sève, F. (1997). Pensée et langage. La Dispute: Paris. Wertsch, J.V. (1991). Voices of the mind : a sociocultural approach in mediated action. Cambridge, MA: Harward University Press.