Abstract: The teaching-learning of the lexicon is targeted and organized around the structures of the lexical system, but is also less focused in the practices of reading and writing. Furthermore, exchanges between peers can be beneficial to learning. This is why, based on the “word friends” device (Sardier 2020c), we offer situations of exchange in class (for 9 to 10 year-olds) to two teachers and reflect on whether these discussions produce effects on lexical acquisition and reuse.
