This paper examines the sociopragmatic character of intercultural communication between English Language Assistants (ELAs) and their "mentors" in French primary and secondary schools. With reference to Levinson's notion of "activity type", it argues that judgements by mentors as to what constitutes "allowable contributions" on the part of ELAs are determined by the extent to which mentors themselves have internalised French State regulations. The degree of internalisation can thus serve as a means of distinguishing between "the political" and "the cultural". Awareness of this distinction and an insight into its social significance exemplifies what Spencer-Oatey describes more generally as a "sociopragmatic interactional principle" or SIP. According to Spencer-Oatey, "SIPs" are key elements in the successful management of "rapport" in intercultural situations. By applying a methodology derived from Sinclair and Coulthard's analysis of oral discourse to recordings of ELA-mentor interactions, we identify specific sequences of moves that illustrate the relationship between political and cultural factors, SIPs and sociopragmatic misunderstandings in Anglo-French intercultural communication. (Contains 1 note.)