The pronominal shape class of the French system can be the subject of extensive reflection in grammar didactic. There is little development in comparative research around this issue, as is the case in Arabic and French. In this sense, the contribution of multi-faceted approaches such as integrated teaching is undeniable and can be negotiated in terms of the transfer of teaching content and knowledge between source and target language. In this context, the aim of this study is to reflect on the dysfunctions observed in the use of supplementary French pronoms and their educational implicationsis in a classroom situation.