A study analyzed and compared the classroom interactional strategies of two teachers of Catalan immersion classes and one teacher of Spanish as a native language in Spain at the kindergarten level. The theoretical framework guiding the study is based on analysis of the native-speaker/non-native-speaker distinction. Two comparisons were made: (1) the "orientation towards conversational task" set for the children by the teachers, including control and direction of the conversation, form and function of epistemic questions, and the teacher's response to communicative breakdowns, and (2) the body of interactional strategies, including confirmation checks, comprehension checks, clarification checks, repetitions of the pupil's statement, expansions, semantic correction, and metalinguistic correction. Results show that the immersion and native-language teachers had a very similar orientation to the conversational task, with most significant variations occurring between teachers and not between educational situations. Immersion teachers did formulate more redundant questions to reinforce certain structures or linguistic elements. The proportion and variety of interactional strategies was also found to be very similar among teachers. Explanations are offered. A brief bibliography is appended. (MSE)