« Vous tout seuls, nous en classe ». L’enseignement comodal au temps de la pandémie

Abstract

This study proposes an analysis of pedagogical interactions in a co-modal teaching situation during the Covid-19 pandemic. We examine a teacher’s interactional management of her 4th grade pupils among whom some are present in the classroom while others follow simultaneously the class through videoconferencing from their homes. With the theoretical framework and method of the multimodal approach, the relational and cognitive aspects of attention management are scrutinized. Our analyses show that in order to face a deteriorated teaching situation, the teacher utilized and orchestrated didactic, semiotic and technological resources in order to focus in-class and remote learners’ attention towards the same learning content, and also to make the attention to their psychological well-being manifest.

Keywords

• comodality
• multimodal approach
• attentional guidance
• relational pedagogy