Our study is an extension of our doctoral dissertation and aims to show that the introduction of the first language in the classroom has positive and multiple effects on the didactic interactions that accompany learning to write in French. The research was conducted in an Algerian context with middle school 4th-year students. It is based on an empirical-qualitative methodology and aligns with sociodidactic perspectives that take into account the languages already known, understood, and spoken by the students, in order to facilitate the acquisition of the new language, in this case, French