| Summary: | This article deals with educational activity in the frame of juvenile justice, considered as a discourse and interactional activity. It investigates some of the interpretative processes and relational strategies implemented by a young offender and an educator, in a face to face exchange in a juvenile court. It focuses on how social positions, background cultures and interactional histories intervene in the course of speech interpretation and relationship construction, in the frame of this particular historical and social organisation. It aims at drawing out some aspects of the complexity embedded in this type of educational activity, through its language dimension, and questions some professional aspects of the present evolution of juvenile justice in France.
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