To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230718T083020230718T1615Europe/Amsterdam[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contextsHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Discussion forum discourse for effective professional development in online communities of practice
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
The presentation reports on the development and coordination of effective forum discussion for the professional development of teachers in online Communities of Practice (CoPs). Following the theoretical perspectives of situated learning (Lave and Wenger 1991) and social constructivism, online CoPs constitute a model for effective and sustainable professional development (Wenger et al. 2015). Participation in online CoPs, enacted through asynchronous text-based computer conferencing in the discussion forum, can be analysed through the Community of Inquiry framework (Garrison et al. 2000), a sound theoretical framework for analyzing computer conferencing for educational purposes (Valverde-Berrocoso et al. 2020). It posits that learning occurs through the interaction of three core components in the Community, namely the cognitive, teaching, and social presences and provides explicit categories, indicators and examples for their analysis. However, there is no conclusive evidence on how best to conduct in-depth forum discussion for meaningful and worthwhile learning outcomes (Garrison & Cleveland-Innes 2005, Atapattu et al. 2019). The present study complements current cognition by identifying social and teaching presence categories associated with in-depth forum discussion and reported effectiveness in professional online CoPs. It is structured as collective case studies of 4 online CoPs for the professional development of 49 in-service English language teachers in the context of a 5-month teacher education project in Greece. It combines a) qualitative comparative analysis (QCA, Ragin 2009) of the four Communities' forum transcripts to specify the combination of variables leading to in-depth discussion with b) quantitative analysis of teachers' questionnaires to investigate perceived learning and reported effectiveness for their teaching practice. The findings contribute to the refinement of the categories and indicators that define the presences as well as the specification of the discourse leading to in-depth forum discussion and reported effectiveness: a teaching presence characterized by strong direct instruction combined with social presence that exhibits high levels of affective and cohesive discourse indicators in the discussion forum. This anatomy of success has led to the identification of a framework with practical implications for the development and coordination of effective forum discussions to inform future research and training practice in various professional contexts. Keywords: presence, in-depth discussion, professional development
References Atapattu, T., Thilakaratne, M., Vivian, R. & Falkner, K. (2019). Detecting cognitive engagement using word embeddings within an online teacher professional development community. Computers & Education, 140, 103594. Garrison, D.R., Anderson, T. & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2, 87-105. Garrison, D.R. & Cleveland-Innes M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Ragin, C. C. (2009). Redesigning social inquiry: Fuzzy sets and beyond. University of Chicago Press. Wenger, E., Fenton-O'Creevy, M., Hutchinson, S., Kubiak, C. & Wenger-Trayner, B. (eds). (2015). Learning in Landscapes of Practice, Boundaries, identity, and knowledgeability in practice-based learning. London, Routledge.
Presenters Katerina Kourkouli Lecturer, National And Kapodistrian University Of Athens
Discours sur le français dans des interactions de jeunes en formation AFP en Suisse
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
In this contribution we will present a longitudinal study of discourses on French held by young people in vocational training for manual professions during peer interactions. Our data come from a project in applied linguistics whose aim is to test the use of corpora for teaching interaction competence. It is conducted in ten classes of students having French as a first or second language. The interventions are spread over two years with two 90-minute interventions per semester and followed by two exercises the students must complete autonomously. At the beginning of each intervention we audio record the students for 10 minutes in free peer interaction. A first analysis of the L2 participants reveals that their level of French is heterogeneous but they are strongly engaged with French. They tell us about difficulties of intercomprehension in their workplace and strategies developed to overcome them. Despite their success, there are numerous accounts of French being a difficult language to learn. The usefulness of the didactic sequences is difficult to ascertain directly, but the analysis of discourses on French and its use suggests that they have a positive effect on the level of attention to the phenomena taught, also outside the classroom.
Dans cette contribution nous présenterons une étude longitudinale des discours sur le français tenus par des jeunes en formation professionnelle durant des interactions entre pairs ou avec une personne de l'équipe de recherche.
Le cadre de l'étude est celui de l'enseignement des compétences d'interactions à l'aide de corpus de conversation disponibles en ligne (André, 2018). Pour le français il existe plusieurs études ayant testé l'utilisation des corpus de langue parlée comme ressource didactique, mais la plupart lors d'interventions ponctuelles. Un défi majeur est celui des critères d'évaluation du développement de la compétence d'interaction. Traditionnellement l'analyse des conversations est menée dans une perspective émique, principalement descriptive. Suite à la valorisation de la compétence d'interaction dans l'apprentissage des langues étrangères, plusieurs propositions d'évaluation du développement de cette compétence sont actuellement testées (Salaberry & Kunitz, 2019). Ici nous nous intéresserons au développement des discours sur la langue et l'interaction dans le temps.
Nos données proviennent d'un projet en linguistique appliquée dont le but est de tester l'utilisation des corpus pour l'enseignement de la compétence d'interaction. Il est mené dans dix classes d'élèves parlant le français depuis la naissance (±40 élèves) ou comme langue seconde (±30 élèves, niveau B1-B2) suivant une formation professionnelle de base pour des métiers manuels (restauration, construction…). Les interventions sont réparties sur deux ans (2022-2023) à raison de deux de 90 minutes par semestre. Après chaque intervention les élèves font deux exercices en autonomie de 30 minutes environ sur une plateforme éducative. Le matériel cible principalement les "petits mots de l'oral" tels que juste ou d'accord, typiquement polysémiques. Au début de chaque intervention nous enregistrons les élèves durant 10 minutes (audio) alors qu'ils discutent librement par deux.
Une première analyse des interactions nous révèle que le niveau de français est très hétérogène mais que la plupart des allophones est fortement engagée avec le français. Ils racontent des difficultés d'intercompréhension sur leur lieu de travail ainsi que les stratégies mises en place pour y parer. Malgré les succès, les discours soulignant le français comme langue difficile à apprendre sont nombreux.
L'utilité des séquences didactiques basées sur les corpus de français parlé est difficile à établir directement, mais l'analyse des discours sur le français et son usage suggère qu'elles ont un effet positif sur le niveau d'attention aux phénomènes enseignés, aussi en dehors de la classe.
André, V. (2018). Nouvelles actions didactiques: Faire de la sociolinguistique de corpus pour enseigner et apprendre à interagir en français langue étrangère. Action Didactique, 1, 71–88. Salaberry, M. R., & Kunitz, S. (Eds.). (2019). Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice. Routledge.
Language learning and use in the context of care work: Experiences of migrant care workers from Ukraine
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Due to rapid population ageing, the demand for care workers is a topic of growing importance in the European Union and around the world. In many European countries, a prominent role in meeting the care needs of the older population has been played by migrant workers (Anderson 2012). Many of them are women from Eastern European countries employed as live-in caregivers in private households or as nurses and care assistants in institutional care settings. Migrant care workers tend to have very limited knowledge of their host country's dominant language upon arrival (Haider 2009; Wolny 2016), and therefore need to adapt not only to the new workplace practices and cultural environment but also have to learn a new language. Given the importance of face-to-face interactions and interpersonal relationships in care settings (Walsh & Shutes 2012), it is of particular interest to examine the work-related language learning and use in the context of care migration. This topic, however, has received relatively little linguistic attention to date. The present study aims to explore how migrant care workers present their work-related language learning experiences and how they position themselves and are positioned by others in their stories. Additionally, the study focuses on the interrelationship between workplace-oriented language learning and occupational development as well as on migrant caregivers' reflections on the role of communication and linguistic competence in the aged care contexts. To achieve these research objectives, semi-structured in-depth interviews with migrant care workers have been conducted. The study focuses on migrant workers from Ukraine who are employed as live-in care workers, care assistants or nurses in various care settings in Germany, Austria and Italy. The interviews have been conducted in the research subjects' L1, namely in Ukrainian, to enable the interviewees to recount their experiences more freely and in great depth. Preliminary findings show that Ukrainian care workers, who work in private households, have limited opportunities to practice their host country's dominant language outside the workplace. As regards language learning and occupational development, live-in care workers tend to be particularly motivated to invest in their language learning if they aspire to find employment in institutional care settings.
References
Anderson, Alice. 2012. "Europe's care regimes and the role of migrant care workers within them". Journal of Population Ageing 5(2): 135-146. Haider, Barbara. 2009. "'Später dann, wo ich Stärke und Sprache [hatte], dann hab ich nachg'fragt...' – Eine kritische Erhebung sprachlicher Bedürfnisse von nostrifizierten Gesundheits- und Krankenschwestern/-pflegern in Österreich". In Peuschel, Kristina; Pietzuch, Jan P. (eds.), Kaleidoskop der jungen DaF-/DaZ-Forschung: Dokumentation zur zweiten Nachwuchstagung des Fachverbandes Deutsch als Fremdsprache. Göttingen: Universitätsverlag Göttingen, 27-49. Walsh, Kieran; Shutes, Isabel. 2012. "Care relationships, quality of care and migrant workers caring for older people". Ageing & Society 33(3): 1-28. Wolny, Matthias. 2016. "Mehrsprachigkeit moldawischer Migranten in Italien: Repertoires, Sprachgebrauch, transnationale Kommunikation". In Ptashnyk, Stefaniya; Beckert, Ronny; Wolf-Farré, Patrick; Wolny, Matthias (eds.), Gegenwärtige Sprachkontakte im Kontext der Migration. Heidelberg: Universitätsverlag Winter, 261-286.
The role of multilingualism in the professional socialisation of technical apprentices: Insights from Switzerland and Liechtenstein
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Authors: Gabriela Meier & Esther Styger In Switzerland, two thirds of young people choose a vocational programme (WBF, 2017) rather than academic-focussed education. In the neighbouring Duchy of Liechtenstein this is about half (Landesverwaltung Fürstentum Liechtenstein, 2021). From international research at management level and in the international trade, we know that multilingualism is often viewed as human capital and an asset, but has also found to act as a potential barrier regarding team work for instance. However, research also shows that we know very little about language development and use in technical trades - and vocational programmes are severely under-researched as far as languages are concerned (Coray & Duchêne 2017). We have addressed this gap, by examining the linguistic socialisation of trade and technical apprentices enrolled in a vocational college in Eastern Switzerland, where German dialects are the predominant mode of communication. In order to learn more about this context, we collected 674 survey responses and conducted 11 interviews with apprentices in eleven technical professions, such as masons, electricians, mechanics, as well as hairdressers. They attend a Swiss college at the border to Liechtenstein, thus their work places are located on either side of this border. We interpreted insights on the learner perspective together with data collected during discussions and via a survey with academics, employers, teachers, apprentices and other stakeholders in vocational education. In this talk we will present our quantitative and qualitative findings related to apprentices' perceptions and experiences regarding language learning and using, satisfaction with current language learning opportunities, experiences related to multilingualism and relationships at work, as well as attitudes to multilingualism at work. Initial findings show that the participants in our study have 42 nationalities, and they can use 56 languages and varieties at different levels of proficiency, thus constituting a very international and multilingual group. Our findings further suggest that a majority of apprentices are interested in learning an additional language in the future, but that language learning opportunities at present (at college, at work and privately) are distributed rather unevenly. Those who are exposed to more than one language at work mediate and translate between languages to enable communication and social interaction. Alternatively, some say that they are not exposed to languages much and feel German, or dialect, is enough for their work. A small proportion feel language barriers can be related to potential exclusion at work. Taking other stakeholder perspectives into consideration, we will unpack these results in our talk and draw conclusions for practice, policy and research.
Funder: m-voc project is co-funded by movetia, Berufs- und Weiterbildungszentrum Buchs Sargans, University of Exeter website: https://sites.exeter.ac.uk/m-voc References: Corary, R. & Duchêne (2017). Mehrsprachigkeit und Arbeitswelt: Literaturübersicht. Wissenschaftliches Kompetenzzentrum für Mehrsprachigkeit, Universität Fribourg. Landesverwaltung Fürstentum Liechtenstein (2021) Satistikportal: Bildungsverläufe https://www.statistikportal.li/de/themen/bildung/bildungsverlaeufe WBF (2017). Förderung des Fremdsprachenerwerbs in der beruflichen Grundbildung. Eidgenössisches Departement für Wirtschaft, Bildung und Forschung WBF.
Presenters Gabriela Meier Senior Lecturer In Language Education, University Of Exeter Co-authors
Learning on the Job Through Repair and Appropriation of Co-Participants’ Linguistic Materials
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Using conversation analysis, this study traces the development of interactional competence by a novice guest-relation officer at a hotel in Vietnam in her interactions with guests in English as a lingua franca. Our data include 110 audio-recorded guest-escorting walks over 10 months. Close examination of the novice's small-talk initiation about the guests' trip duration at different points in time shows a shift in how the novice formulates her turn, which ends up resulting in a workplace-specific linguistic routine. Further, we observe that once established, this routine was diversified and brief interactional troubles did not lead to further changes. Seemingly, the changes were triggered by one extended repair sequence observed in the data, after which the first new formulation emerged. We argue that the guests' in situ indications of the specific trouble sources in repair initiation and the practical process of achieving intersubjectivity informed the novice of what needed to be changed in her interactional practices. Unlike previous research, which showed how L2 speakers incorporated linguistic materials in repairs by co-participants, our study demonstrates that an L2 speaker may pick up linguistic materials from co-participants' turns associated with but produced beyond the repair sequence.
Social cohesion in a globalized world is accomplished in the moment-to-moment unfolding of human encounters. In the travel industry, social cohesion is especially important, as it is the goal of hospitality service. How do novices in this profession develop the interactional competence to build interpersonal relationships with guests, albeit briefly for the duration of each encounter? What situated mechanisms take place as the novices modify their interactional practices to accomplish tasks more effectively?
In our study, we address these questions by tracing the development of interactional competence by a novice guest-relation officer at a hotel in Vietnam in her interactions with international guests in English as a lingua franca. We focus on small-talk topic initiation by the novice guest-relation officer about the guests' trip duration. Our data include 110 audio-recorded guest-escorting walks over 10 months. We use conversation analysis (Sacks, Schegloff, & Jefferson, 1974) to examine participants' conduct from an emic perspective.
The findings show that at the beginning, the novice used the formulations "what time" and "how much time have you stay in X hotel?", which eventually led to one extended repair sequence. Immediately after this encounter, a different formulation, "how long will you stay here?" was used. The novice then shifted to yet another formulation, "how many nights will you stay here?.", which was used until the end of the data collection despite some interactional troubles. Considering the overall trajectory of the changes, we see that an extended interactional problem seemed to trigger a modification of her interactional practices. Further, close examination of the novice's topic initiation about guests' duration of stay revealed that she may have appropriated the guests' responses to her questions, resulting in the workplace-specific linguistic routine, "how many nights will you stay here?." Once this routine had been established, it was diversified (e.g., "you stay with us X nights?") and brief interactional troubles did not lead to a change in this routine.
We argue that the guests' in situ indications of the specific trouble sources in repair initiation and the practical process of achieving mutual understanding informed the novice of what needed to be changed in her interactional practices. Unlike previous research, which showed how L2 speakers incorporated linguistic materials in repairs by co-participants (e.g., Brouwer & Wagner, 2004; Hauser, 2013) our study demonstrates that an L2 speaker may pick up linguistic materials from co-participants' turns associated with but produced beyond the repair sequence.
This study corroborates the importance of experiential on-the-job learning in vocational education, where novices contingently work out solutions to improve their work performance.
Brouwer, C. E., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1(1), 29-47. https://doi.org/10.1558/japl.v1.i1.29 Hauser, E. (2013). Stability and change in one adult's second language English negation. Language Learning, 63(3), 463â€"498. https://doi.org/10.1111/lang.12012 Sacks, H., Schegloff, E. & Jefferson, G. (1974). A Simplest Systematics for the Organization of Turn Taking for Conversation. Language, v. 50, n. 4, p. 696-735.
Presenters Taiane Malabarba Postdoctoral Researcher , University Of Potsdam Hanh Thi Nguyen Professor Of Applied Linguistics, Hawaii Pacific University
Passing on practices and having peers learn: a facet of the psychiatric nurses' work shift meeting
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
The reform of the health system organization steered towards new modes of cooperation encourages medical teams to be efficient when dealing with communication issues. Considering the specificities involved in nursing practice in mental health through relational care and the continuity of care, there is an increasing number of caregivers dealing with patients. From an Ethnomethodology and Conversational Analysis perspective, we want to analyse the nurses' practices during their work shift meetings, from both conversational and multimodal point of views. Nurses' handovers are described as a moment specifically designed to mutualise information about the patients and are legally mandatory in France. In this paper, we propose to describe a specific practice occuring during these work shifts meetings. Indeed, we have observed in our data that instead of only mutualising information about the patients, caregivers can actually teach each other some aspects of the expected work itself. In a more concrete aspect, we'll focus on how Conversational Analysis perspective is useful, in this kind of research, to understand the mechanisms of such practices. To do so, we will discuss the sequentiality of conversations in wich these phenomenons appear. We will see that during discussions about the current clinical situation of the patient, participants may produce some side sequences (Jefferson, 1972) to actually teach others a practice they do not know yet. These moments were described from a multimodal point of view in Colón De Carvajal et al. (2020), and we aim to go further by describing how do the teaching sequences interact with the mutualisation of information. This research - lead with a nurse and in partnership with health professionals - is based on 15 hours of work shift meetings recorded every monday during 5 weeks, in a public psychiatric hospital (Centre hospitalier Le Vinatier), in Lyon, France. Every meeting involves between 4 and 20 participants. The data are transcribed according to the ICOR conventions (ICAR Laboratory, Lyon).
References: Arminen, I. (2005); Institutional interaction: studies of talk at work. Directions in ethnomethodology and conversation analysis. Aldershot, Hants, England ; Burlington, VT: Ashgat Colón De Carvajal, Louis Maritaud, Benoit Chalancon, Justine Lascar. (2020). « De la transmission d'informations cliniques au partage de savoir lors de relèves infirmières », Travaux interdisciplinaires sur la parole et le langage la revue (TIPA), vol. 36. Jefferson, G. (1972). Side Sequences. In Studies in Social Interaction (David Sudnow, ed.). Free Press, 284‑338 Lindström, A., Mondada, L. (eds). (2009). Special issue on Assessments in Social Interaction, Research on Language and Social Interaction, 42: 4. Mondada, L. (éd.) (2006). Interactions en situations professionnelles et institutionnelles. No spécial de la Revue Française de Linguistique Appliquée, XI-2, décembre. Mondada, L., Keel, S (eds.). (2017). Participation et asymétries dans l'interaction institutionnelle. Cahiers de la nouvelle Europe. Paris Traverso. V. (2011). Analyser un corpus de langue parlée en interaction : questions méthodologiques. Verbum, Akadémiai Kiadó, 4, pp.313- 329
Les compétences interactionnelles en réunion de travail
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Although meetings are becoming more frequent in professional situations, participants are still poorly prepared in their training for this exchange format, which nevertheless directly conditions their work. If they are invited to a meeting, whatever their qualification or status, they encounter difficulties in understanding its content and in intervening, whether they are non-native speakers, native speakers with language insecurity or simply unfamiliar with meetings (beginners, professional retraining). Based on the analysis of meetings collected in situ in different contexts, we will present the key stages of a meeting and its organisation. We will identify the major potential difficulties and propose resources based on these real-life situations to prepare future participants to anticipate and master them to acquire the interactional skills that will enable them to better understand what is going on and to be able to intervene appropriately.
En situation professionnelle, les réunions sont devenues aujourd'hui multiples. Elles impliquent de nombreux salariés, sont souvent récurrentes et remplissent différents objectifs : d'avancement ou bilan, mise en place d'une nouvelle procédure, préparation d'un évènement ou un nouveau projet, résolution d'un problème ou encore échanges sur les conditions de travail. Elles contribuent ainsi à l'accroissement de la part langagière du travail dans des emplois et des niveaux hiérarchiques et de qualification variés (Boutet, 2021). Elles peuvent concerner des acteurs de différents services que leur formation initiale ou professionnelle a rarement préparé à cet exercice collaboratif fortement intriqué à des contextes situationnels complexes. Interagir en réunion de travail demande de savoir expliquer clairement un problème, de prendre part à des discussions parfois vives avec des collègues ou des supérieurs hiérarchiques, de comprendre qu'il y a eu un changement de sujet qui se fait parfois de façon implicite, d'évaluer une solution proposée, de négocier des moyens ou des délais, de demander une formation additionnelle, d'exprimer son désaccord ou encore de savoir reconnaitre l'ironie. Dans le cadre du projet de recherche INTERFARE - Interagir plus facilement en réunion (Etienne et al., 2022) - nous avons proposé une représentation, avec une carte heuristique (Fig. 1), des différentes étapes, activités et pratiques langagières mises en œuvre en réunion et constitutives des compétences interactionnelles (Pekarek Doehler et al., 2017). Cette carte a été réalisée à partir de l'analyse de réunions enregistrées ou filmées in situ dans différents contextes associatifs et professionnels.
Figure 1 : Participer à une réunion pour différents profils (assister, participer activement, animer)
Nous avons ensuite élaboré des ressources pédagogiques multimédia permettant de développer ces compétences interactionnelles. Si ces ressources s'adressent à des publics allophones, elles concernent également des francophones natifs en insécurité langagière ou en reconversion professionnelle qui maitrisent peu ou pas ce format d'interaction. Ces derniers peuvent, par exemple, rencontrer des difficultés à appréhender le déroulement d'une réunion qui s'écarte de l'ordre du jour annoncé, à comprendre qu'ils sont sollicités, à savoir s'ils peuvent intervenir, à évaluer la marge de négociation possible, à redemander une information ou, pire encore, à saisir les décisions prises qui influencent directement leurs tâches. En parallèle des formations en français langue étrangère (FLE) et aux compétences de bases (pour les natifs), la plateforme sera testée prochainement dans des formations au sein d'Instituts Universitaires de Technologie (IUT) et dans des organismes de formation professionnelle (GRETA).
Bibliographie Boutet, J. (2021). Des vocabulaires de métiers à la part langagière du travail. Langues, cultures et sociétés, 7(1), 22-31. https://doi.org/10.48384/IMIST.PRSM/lcs-v7i1.26764 Etienne, C., André, V., Divoux, A., (2022). Interagir en réunion de travail : de l'étude des pratiques aux ressources didactiques, CMLF 2022. Linguistique et didactique. SHS Web of Conferences 138. 06011. https://doi.org/10.1051/shsconf/202213806011 Pekarek Doehler, S. P., Bangerter, A., De Weck, G., Filliettaz, L., González-Martínez, E., & Petitjean, C. (Eds.). (2017). Interactional competences in institutional settings: From school to the workplace. Palgrave Macmillan.
Katerina Kourkouli
Gabriela Meier
Taiane Malabarba
Hanh Thi Nguyen
Louis Maritaud