This research studies the specifications of the practices related to the conception of training on demand in the field of continuous training of teachers. This article emphasizes relevant elements based on a case study to show how the trainer who designs the concept takes into account factors present during the conception i.e. the various aspects of context, contents and learners. The method is qualitative. Various data were collected to investigate a specific scholar context characterized by children coming from diverse cultures and speaking different langages. Therefore, teachers have questions and difficulties in their daily work particularly in the field of French language learning and reading.