Abstract
This paper deals with language practices in nurseries and pre-elementary schools of Martinique. It is focused on the account of modalities concerning everyday interactions and more precisely language distortions that may occur during interactions between adults and children in those structures. The consideration of cultural diversity generated by language distortions is suggested here to be a prerequisite for the development of a reciprocal comprehension leading to adequate mastery of language behavior and learning among young children. This approach proposes new patterns within a didactic agreement considering adult and child differences.