The observations of Reunionese language productions show that alongside the French and Creole lects, we can find the whole range of original forms stemming from alternations, mixing and other negotiations, defined as interlectal forms. In front of these spectacular and unpredictable productions, which are against so-called grammar, we can only question the notion of language given by the structuralists who define it as a social product considered as an immanent and autonomous structural object (Prudent, 1981). However, if we focus on French and Creole acquisitions and on their educational implications, this notion of language needs rethinking in order to comply with school requirements. How can we take into account the endless manifestations of the interlect while setting up coherent educational and didactic projects meant for a school system that sees language as a normalized object with well-defined boundaries and as an object that should follow a coherent language acquisition progression? In this paper, we will suggest pedagogical and didactic approaches adapted to the child’s needs. From a linguistic point of view, these approaches will take into account not only how the Creole language works but also the phenomena of language contact. At a sociolinguistic level, they will enhance the basilect while meeting the standards, the institutional requirements and the organization of the school system.