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This study was within the paradigm of practical epistemology. The purpose of this paper is to study teachers' conceptions about the impact of language interactions during the PE session at the French school in Tunisia and to examine their impact on the learning of students issued from diverse nationalities, and speaking different languages. Inscribed in the field of Language Didactic and Physical and Sports Activities Didactic, this study is based on assessment of teachers' conceptions of the French school in Tunisia Robert Desnos. The method used consists on an interrogatory with one of the two actors of the teaching-learning situation: "the teachers" (N= 6). Data were collected through six (6) "a priori" interviews followed by six (6) "semi-directive" interviews. The teaching career of the questioned teachers in French schools is superior or equal to six (6) years, they all have a minimum of experience in French schools abroad such as their seniority in Tunisia is superior or equal to one (1 ) year, they are all bilingual. Based on the statements of the interviewed teachers, the analysis of the empirical study results revealed that the efficacy of French monolinguals in the optimization process of learning PE is relative. Monolinguals' is therefore partially effective because it does not affect the whole school audience and that further accentuates the phenomenon of "unequal opportunities" between students who does not master French language sufficiently and others already francophone. Monolinguals' has several positive effects on PE learning; however, it also shows negative repercussions that can be filled if we use another language that can be preferably the local language of the country in which the school is located.

Heterogeneity language conceptions’ physical education teachers of the fourth (4th) year of primary French schools in Tunisia