This work will present a discourse analysis of oral narrative productions, of fairy tales told in Basque and French by students attending bilingual immersive primary schools in the Basque Country of France, where Basque and French are in a diglossic relationship : Basque is the minority language, less spoken, less transmitted, occupying fewer social functions than French, the hegemonic language.The analysis focuses on narrative autonomy, textual planning and the use of temporal textual organisers, distinguishing the narratives of students whose home language (or L1, language learned first, used at home) is Basque from those of students whose L1 is French.The results are in line with those of other studies in the same field throughout the world, suggesting that in a territory in which a diglossic relationship exists between the languages present, learning in a minority language, be it the pupil’s L1 or L2, can lead to the development of good linguistic skills in both languages, the minority language and the hegemonic language, by the end of primary school.