Within the area of literature education, the school proposes cultural objects and practices involving these objects that can seem distant from students’ usual habits. Nevertheless, the school should not renounce its acculturation role. The author questions how to ensure that the objects proposed do not place students in a position that could lead to rejection or abandonment. How to help them become familiar with a new cultural context ? This can be done not by ignoring their private cultural references, but rather by considering these through propositional dialogues and by using creative personal activities as a way to appropriate a new culture.