Teaching intertextuality at primary school through children’s literature: Anne, my sister Anne, don’t you see anything coming?

This article offers a thematic analysis of the discourse resulting from individual interviews with eight primary school teachers in French-speaking Switzerland who work with pupils aged four to 12. We explore whether certain literary-cultural references in a work of children's literature can be deemed teachable or not. The pedagogical decisions made by these eight teachers shed light on current issues in teaching intertextuality to young pupils, especially on specific questions concerning the presence of heritage stories in picture books.