Abstract
In this article we study a corpus of written work by allophonic secondary school pupils (aged 11-15), the majority of which are Turkish native speakers whose language at school is French. Although their written work in French does not conform with conventional spelling due to the fact that it is based on sound, the linguistic description of the corpus also shows that it does not comply either with phonetic spelling. Their written work both testifies to a number of skills acquired through learning and provides an explanation as to the origin of their spelling mistakes. It is our contention that the strategies of French language spelling are for the most part based on the paradigmatic dimension of the language, independently of its segmental dimension structuring its verbal or nominal units.
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