When analyzing the practices of teachers of French Language of Integration (FLI), we frequently observe a general divergence between theory and practice and, more particularly, specific obstacles which interfere with the learning process. Therefore, based on the similarities between a “normal” learning situation and an intercultural learning situation, we are presenting an analogical approach to learning, which will help to combine competences in both the theory and professional practice, while at the same time encourage the use of altercultural skills. Such an approach aims to examine current practices in order to deconstruct the existing models.