The aim of this essay is to investigate the presence or non presence of a concept of

teaching practice in high school classrooms. This concept which purpose is to improve

the teaching practice in foreign language classrooms, is developed by researches in the

Netherlands (Hajer & Meestringa, 2010). The main idea of the concept is to increase the

interaction between the students and to ensure a high use of contextual and linguistic

support from the teacher. The first research question is thereby whether this concept is

present, and if so, to which extent, in five different foreign language classrooms. The

second is to explore the coherence between the teachers’ and the students’ opinions

concerning this eventual presence. To answer these questions, a quantitative method in

the shape of a 10 steps questionnaire, has been distributed to five teachers and their groups

of totally 109 students. The analysis shows a certain presence of the concept and a

divergence between the teachers’ and the students’ answers. It seems that the teachers

have a more positive view of their teaching practice than what is represented in the

students’ answers.