This research deals with the study of verbal interactions in middle school classrooms for pupils who have recently arrived in France. Pupils who do not sufficiently master the French language get French lessons upon their arrival while attending other lessons in a regular middle school classroom. Nevertheless the academic failure of migrant pupils remains too frequent and researchers agree to say that the unsuitability emerges as soon as the pupils integrate regular classes.Our observations support this established fact. On the recordings we have made during French, mathematics, history and geography lessons, the allophone pupils participate normally in the exchanges when they are in the integration structure but never intervene without being invited to by the teacher in the regular classes. The EANA are not well prepared to schooling language. What do the methodologies of the FLS (French as a secondary language) and of the French language of the schooling propose? How can the pupils be trained to oral production and comprehension skills taking into account the particular context of the classroom?We have analysed the verbal interactions of a corpus of eighteen lessons in order to study the organisation of didactic exchanges in middle-schools, both in integration structures and regular classes. We are thus trying to determine which interactive context can help the beginner to start speaking, in order to propose some didactic ideas to prepare pupils to become actors in the interactive construction of the lessons to which they participate in.