In Mali, convergent pedagogy (CP) has allowed national languages to be experimented in primary education on a large scale. Little by little, this key question in education policy has come to be seen as a more normal approach. But all the problems connected to functional bilingualism in teaching were not solved nor even imagined in the first models of CP. Today, the model has spread to all the classes, which, along with building the curriculum, has led to question certain methodological principles and refine the analysis of how to have pupils pass from the national languages to French