The following study will focus on the efficiency of "dictée à l'expert" with migrants and its ability to ensure both access to literacy and proficiency in the French language. Based on a previous exploratory research (Canut et Del Omo 2018), we will depeen our study and define more precisely how the role of experts (Le the teacher) enables students to integrate spoken language variants that may be written. We will discuss which types of interaction-adapted to the level of proximal development-promote improvement in language skills. To illustrate the process of language acquisition we will examine data collected from three different groups of migrants in a formal and/or informal French learning environment. These groups include unaccompanied minors and young adults in an irregular situation, adults preparing French proficiency exams and allophone students who had previously little or no access to schooling. The analysis of data shows that teachers' suggestions, repetitions, and rewordings during oral interactions encourage students to perceive new lexical and syntactic structures, and to decontextualize and then recon-textualize them during the writing phase. © 2018Institut Libre Marie Haps.

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