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The article deals with a european language teacher training program [ Français Langue Etrangère] in which French students are trained to teach french as a foreign language in the British secondary schools for a whole semester. The analysis presented is based on the trainee's reflective discourse about their classroom activities. The follow up of such discourse shows that the common and limited views and reactions of the students confronted with cultural difference as a whole may progressively change through the program constraints of putting into words and reflecting upon the classroom experience. It also suggests that the future reflexive teacher is thus made conscious that her/his training as a teacher itself has to be continuous self-training. ( DIPF/orig.)