It is through concern about the role of language in disciplinary learning (whether they are language or ‘non-linguistic’) that the study proposes to grasp a few possible links between French tutorials (FLM/FLE/FLS) and school tutorials, which are a major issue for French teaching research, taught both as a second language and as a mother tongue. It is thus concerned with the emergence and development of a problem common to a number of educational contexts, a problem which questions the relationship between disciplinary learning and language skills by moving away from more sociological approaches to school difficulties. This question lies at the heart of recent developments in the educational thinking of FLS in school, where the L2 is for pupils in the language of instruction. Particular attention is therefore paid to the immersive context of the school’s host class, which is regarded as a privileged observatory for the reflection on language learning not only in French but in all disciplines. The federating concept of ‘language of schooling’ shows that the language achievements covered by this designation are in part unclear and insufficiently explained, thus constituting a true ‘hidden curriculum’. This makes it necessary to identify the current obstacles to the implementation of integrated language and disciplinary knowledge teaching. The reflection is supported by extracts from a body of classroom interactions (CLA) and/or extracts from a body of textbooks.