Résumé
Despite the French ministerial provisions, it is noted that almost 30 years after the opening of the first bilingual section with equal hours in public primary schools, few teachers of bilingual preparatory classes adopt an integrated approach in the teaching-learning of reading and writing. The aim of our study is, on the one hand, to find out if there are systematic learning manuals in a bilingual French-regional language mode in France and, on the other hand, to propose, based on scientific foundations, an alternative to the monolingual mode, only in French, offering an integrated teaching-learning in French and Catalan, which serves the academic success of all students to live in two (or more) languages in Northern Catalonia.