The role of literature in language teaching has been re-assessed ; it has been documented in numerous work, many of them paying a special attention to francophone literature, which seems to be able to function as a bridge between languages and cultures.
This paper will analyze individual interviews conducted with teachers working in French-language university centers. How do they define this corpus (including, or not, french «hexagonal» literature ?) Which place and functions do they assign to theses litteratures in their teaching practices
