Fonctions pédagogiques et implications énonciatives de ressources professorales multimodales

Abstract

Classroom interactions are intrinsically polyphonic in the sense that they not only gather more than three participants but they also are polyfocal. Consequently, the teacher is supposed to manage these simultaneous interventions to carry out his pedagogical planning. It appears that his verbal resources do not suffice to deal with this polyphonic reality of the class. This paper aims at analyzing the multimodal resources teachers resort to. Our results show that the teachers from our corpora use two sorts of resources we named bimanuality and co-enunciative ubiquity. These findings also raise questions related to the enunciative implications these mimo-gestural actions trigger.

Keywords

• polyfocalisation
• multimodality
• teaching gesture
• bimanuality
• co-enunciative ubiquity
• communicational trope