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This article aims to provide an overview of current trends in vocabulary teaching, and to highlight several initiatives taken by the authors for teaching and/or improving French vocabulary for native learners (L1), and foreigners (French as second or foreign language, L2). After a cross disciplinary theoretical overview on the notions of ‘lexicon’ and ‘context’ we describe different activities having in common the necessity of considering the context in its broadest sense, that is, from a lexical, textual, discursive, and pragmatic perspective.1. Theoretical frameworkDifferent disciplines have been interested into the question of meaning, going from lexicology, semantics, to semiotics, and philosophy of language. Broadly speaking, the context is considered paramount, as Malinowski or Firth put it, for example through the famous quotation of the latter (arguing against structural linguistics) “you shall know a word by the company it keeps” (Firth, 1957). Taken to an extreme, Polguère (2015) calls it ‘lexical contextualism’, a conception that considers that words do not have meaning in the absolute (isolated): it would be their contexts that would bring it. Other less radical positions, such as the Generative Lexicon (Pustejovsky, 1995), suggest that all words have an original meaning. When polysemic, the different meanings derive by inference from an initial (original) meaning, depending on the usage of a word in a precise context. Contextualism, be it radical or moderated, is linked to the notion of ‘semantic potential’ proposed by Recanati (2004), notion that Polguère (ibid.) illustrates with the image of an unlit light bulb: “we should not argue against the fact that words do not ‘mean’ by themselves. They ‘have a meaning’, i.e. an inherent property that conditions their denotational effect in semiosis but considered by itself, a word is just like an unlit light bulb”. Last, but not least, Bakhtine considers the context in light of a dialogism inherent to the lexicon (kind of polyphony): the word “never refers to a single conscience, a single voice. (…) it is received through the voice of someone else” (Bakhtine, [1929] 2001, p. 235‑236).The notion of lexical meaning is at the heart of language learning and it can not be dissociated from the notion of context. As we can see, from contextualism to polyphony, the notion is complex and difficult to grasp. From there, how to facilitate access to meaning while teaching French L1 or L2?2. Pedagogical aspectsTo teach vocabulary (and to facilitate the access to word senses), language teachers can deploy explicit activities, that is specific and systematic exercises on vocabulary (Cellier, 2011). Implicit activities such as oral games, reading aloud, creating mind-maps, etc. to name a few, can also contribute to vocabulary learning. These implicit activities, which vary depending on the learners and on the level of language, have many advantages. A significant number of words are involved in effective classroom communication. In contextualizing them, the teacher can enhance their appropriation (Cellier, 2011). The role of the context is thus paramount. If quantitative approaches are important when learning vocabulary (increasing the lexical stock of the learner), qualitative approaches can not be ignored (Grossmann, 2011). While for a long time, pedagogical practices related to vocabulary have privileged quantitative aspects (word lists are still present in textbooks), a variety of activities are now implemented enabling to develop metalinguistic skills, i.e. getting access to word senses whilst working on contexts. Once again, the role of context is crucial.Recent studies in second language acquisition in general (Meara, 1996; Boulton, 1998) and specifically in French L2 (Cavalla, 2019) show the importance to teach/learn vocabulary in context as to dynamically build a diversified mental lexicon. The point is here to acquire skills and not lexical knowledge (Holec, 1994) to be able to cope with different situations, in comprehension and production.Besides, a variety of activities can be proposed in complement to textbook activities to handle heterogeneous classrooms: getting access to meaning may vary depending on the learner, his/her learning culture, his/her mother tongue (i.e. proximity with the languages already learnt), the languages learnt before, his/her motivation, etc. Insights on translation, cross-comprehension (Caddéo et Jamet, 2013), emotions (Cavalla, 2017), not to mention embodiment (Eshenauer et al., “Encorporer les langues vivantes” article in this issue), may also help memorizing new words and thus vocabulary appropriation. Finally, in communicative approaches for vocabulary teaching in L2, students are encouraged to use language as vehicle of communication and gradually develop their strategies in communication by using authentic texts. Vocabulary comprehension is linked to reflective activities on reading texts in the target language (Riquois, 2020) and on the role of context to infer meaning of unknown words.3. Contents of this articleIn this article, the authors propose different activities set up in French L1 or L2 classrooms, having in common a particular focus on the role of context in the processes of linguistic units’ learning. Following an overview of the domain as regards to its theoretical and educational aspects, we present innovative methods that go beyond more traditional approaches. Being complementary, those different activities are proposed as ‘food for thought’ on the complexity of contextualization for vocabulary appropriation and on the perspectives that contextualization offers on teaching/learning strategies. Considering the above, the authors raise the following question ‘is the process of accessing to meaning (word senses) really different in L1 and L2?’ and, consequently, they invite to rethink the artificial but persistent differentiation between L1 and L2 teaching approaches.