This contribution reflects the creation of an experimental tool to address the problems encountered by illiterate adults in terms of written competence, during non-qualifying vocational training for employee of the territorial civil service. Seven of the eight people benefiting from the training were foreigners requiring French as a foreign language courses. Their oral skills were ranking from A2 to C1 and their written ones from A0 (with alphabetization issues) to B2. In response to this particular situation, it was decided to implement a multimodal project whose objective was to highlight the trainees' life experiences and intercultural skills. This socio-didactical focus allows self-expression and promotes a type of empowerment; finally, this peda-gogical approach proved to be relevant to the improvement of their French literacy.