This research explores oral interaction in the classroom, a topic already much studied but still not clearly defined. The consensus is that speaking time is unevenly distributed within groups of learners. Therefore, we organised interactional situations to answer the following question: how can the teacher, by setting up particular interactional situations, successfully regulate turn-taking among first-year primary school pupils and thereby enable them to develop their oral skills? A quantitative and qualitative analysis of the pupils’ interactions (including multimodal aspects) was conducted using transcriptions of the sessions which had been recorded on video. By categorising interaction in terms of standard profiles, we are able to examine the longitudinal effects of the measures taken. The results indicate a growing awareness of conversational rules and more significant sharing of talking time in class.