in this article, resulting from the work of the Diffodia research project, we will look at the ‘(traditional) Chinese method’, based on various speeches produced on this subject, to question the concepts of the ‘formative diversity’ from which these speeches are based. This will be done on the basis of cross-interpretations of excerpts of filmed class sequences in China in particular. In doing so, an attempt will be made to explore the issues at stake and the consequences for language didactic/didactic thinking of a “diversitar” concept of diversity, which sets diversity as a transversal epistemological principle, spanning not only linguistic and cultural but also didactic and didactological aspects.