In the European contemporary context of migratory flows’ increase, the issue of French teaching-learning is very sensitive, especially when it comes to individuals who do not hold a residence permit. For some States, teaching’ funding and structural support is managed in a tension between potential subsequent employment integration and removal of complainants. For asylum seekers, access to language cannot take place apart from social practices, and therefore of the development of local social ties. Volunteers who work within associations at sustaining French learning represent a necessarily incomplete attempt to resolve this issue. Based on an ethnographical research, this article explores the space of teaching-learning as a language socialisation and what is at stake for the various actors involved.