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The Bordeaux symposium "Langue des signes, grammaire et iconicité" (Sign language, grammar and iconicity), held on December 2 and 3, 2022, raised many questions about the links between the teaching of LSF and the teaching of its grammar. This study day is a first meeting to encourage the emergence of some answers to these questions.

After much trial and error, and many struggles, the official recognition of LSF in 2008 has made it necessary to look more closely at its teaching. A number of institutional frameworks and diplomas have opened up new avenues: creation of the CAPES de LSF in 2009; Diplôme de Compétence en Langue since December 2010; CEFR adapted to LSF in 2010, and its 2018 supplementary volume devotes a significant amount of space to it; reworking of the National Education programs in 2020 for teaching from kindergarten to the end of secondary school.

Its teaching thus follows the path of all modern language teaching: variety of learner publics (deaf, hearing, secondary school students, students wishing to become LSF teachers, adults), variety of contexts (monolingual LSF, bilingual French/LSF, associative, university), variety of methods/tools/supports, variety of theoretical anchors.

The aim of this study day is to take stock of LSF teaching and, more specifically, to examine the place of LSF linguistics in this teaching:
how is LSF linguistics taught? with what progressions? how much time should be devoted to it? which metalanguage should be used? which support(s)? What are the driving forces and/or obstacles encountered by learners and teachers alike?

Through the day's various presentations, the aim is to compare the points of view and experiences of teachers, trainers and linguists in relation to their practices and questions, and above all to provide a forum for exchanges that will fuel and deepen reflection on the place of LSF linguistics in teaching.