Setting up bilingual teaching in French schools abroad is treated through a bilingual learner facing pronunciation and grammar problems. Bilingual learning has to do with the age factor, and specific dangers like constant interference. Relying on an immersive programme means setting up clear goals. This raises the problem of time parity and subject balance, teacher profiles, testing and the choice of materials. Learning and linguistic theories, the balance between oral and written skills, the problem of literacy, the type of sequence involved, all represent unavoidable issues. But bilingual teaching is a definite asset. There are specific institutional and education advantages. CLIL presents four basic principles : content, communication, cognition, culture. There are also neuroscientific advantages, especially if motivation is developed. Positive suggestions are made on an institution basis, then on a language acquisition basis. Besides, the mixture of language theoretical acquisition approaches should be kept, with a particular insistance on communication, cognitive oriented teaching, and neurosciences aiming at humanising this teaching through intrinsic motivational strategies. Finally, a sequence is suggested. This sequence is in English and is related to Literature as well as cross-disciplinary work. Our learner experiences it and his performance is finally tested.