Our study relies on JATD (Sensevy, 2011), which argues that one cannot understand learning practices without understanding related teaching practices, and focuses on the semiosis issue, i.e. the way signs are built and deciphered in teaching-learning processes. Following Sensevy, we argue that didactic transactions are “grounded in the reciprocal semiosis of others" (Sensevy, 2011) and that the teacher’s and students’ joint action mainly consists in producing and interpreting signs pertaining to the didactic milieu and contract. For this symposium, our analyses will rely on an empirical study conducted in a bilingual section located in a primary school, where physical education, and more particularly dancing, is taught in English, both by the French class teacher and an American dance instructor. Considering the two-fold objectives of these lessons, our analyses will examine how the reciprocal understanding of signs exchanged between the students, the teacher and the instructor allow students to acquire knowledge both in PE and English. In that perspective, we will describe the interactions from a double viewpoint, linguistic and artistic, and try and identify semiotic particularities and the different systems of signs that allow us to understand the teaching-learning process in those specific cases.