The CLASS project aims to examine the links between the development of intercultural sensitivity and the restructuring of the conceptual system of the second language learner in a migratory context as it manifests itself in the lexicon, the understanding and treatment of figurative expressions, the conceptualization of events and the construction of the narrative. The project is particularly interested in Arabic-speaking refugees or asylum seekers from Syria who are learners of French as a second language at the French university. While being in the field of language acquisition and cognition, it relies on collaboration with experts in intercultural psychology. The project thus aims to develop an innovative multidisciplinary methodology to collect and analyze intercultural, language and eye-tracking data with the aim of characterizing precisely the evolution of the two variables (intercultural sensitivity and restructuring of the conceptual system) through time. The project is innovative in several ways: (i) It focuses on a learner profile that is difficult to access and rarely studied in the field of second language acquisition. The targeted learners, increasingly present on French territory, have an atypical life and training trajectory. (ii) It adopts a recent approach and an innovative methodology allowing to take into account the differences in the learners’ intercultural profiles and the way in which the differences determine or influence second language acquisition. The multidisciplinary methodology will also make it possible to combine qualitative and quantitative data and to gain access, thanks to the technology of eye tracking, to cognitive processing during the performance of language tasks. (iii) It will generate unprecedented longitudinal data whose interpretation and analyses will contribute to a better understanding of language acquisition in a migratory context by disadvantaged learners, a profile largely neglected by second language acquisition research for several decades. Regarding the benefits of the project: (i) Given the lack of work on second culture acquisition and its manifestations at cognitive and language level and the little perspective on language acquisition and conceptual development in a migratory context, the results of the CLASS project will bring new insights into the development of the conceptual system in L2 in general, and that of the Arabic-speaking learner of French L2 in particular. (ii) This research will also make it possible to understand the intercultural trajectories of learners from a culture and L1 that are different from the culture and language of the host society, and who evolve in difficult living conditions with often limited opportunities for interaction in L2. (iii) Finally, the results of the project may ultimately contribute to the design of pedagogical environments and activities allowing the development of intercultural competence and to contribute to the improvement of educational practices with migrant populations. This JCJC project will allow the project leader to consolidate her research on language acquisition by Arabic-speaking migrants within her team. In particular, it will allow her to deepen the issues emanating from the SOFRA project (2018-2020) and to tackle the many scientific obstacles that this research involves, benefiting from different expertise brought by the members of the consortium (in cognitive, acquisitional and intercultural development). Finally, it will allow her to expand her solid experience in the field and the target population, and to generate a substantial body of longitudinal data that can make a real contribution in the field of second language acquisition.