Abstract
Communication in the school context is unequal: the teacher occupies a high position and their exercise of power is a condition for teaching. Power is not an attribute of the actors, but rather a relationship of exchange, thus negotiation between individuals. Therefore, we are interested in didactic interactions within the framework of an exploratory study with a descriptive aim. We study the interpersonal communication of three experienced first-grade primary school teachers in two efficient writing classes and one inefficient writing class from our thesis corpus. The data comes from the research "Reading and Writing in Grade 1". Our analysis framework refers to interactional linguistics based on the study of markers of the horizontal axis (proximity/distance) and the vertical axis (equality/hierarchy). The analysis of these relationemes highlights that the efficient teachers in our study exercise educational authority over the weaker students, engaging them in a relationship of influence where they are treated as subjects with a concern for saving face.