La description du contexte didactique et des enseignant/apprenants :

Abstract

Classroom discourse is based on language activities by which the interactants, i.e. teacher and learners, express, define or "describe" their "places" among each other while talking about the language. In and by this discourse being interactively realized, the agents-participants construct the context "reflexively" and describe it as having an educational purpose. A dynamic approach like this leads to the claim that a teacher does not always describe/categorize oneself as an expert in comparison to learners. Learners can occupy an expert "position" in a certain domain of knowledge. In this way, the educational context can then change according to the "positions" that the participants take during the class. And the learners can participate in the achievement of this aim not only as receivers of knowledge, but also — however seldom — as possessors and transmitters of certain knowledge.

Keywords

• context
• description
• ethnomethodological approach
• linguistic practices
• teacher / learners