- The authors:
Malak Moustapha-Sabeur - Pages: 244-249
- Section: LANGUAGE, TEACHING, INTERPRETING AND TRANSLATION
- URL: http://conferences-ifl.rudn.ru/2686-8199-2020-7-244-249/
- DOI: 10.22363/2686-8199-2020-7-244-249
This research aims at observing and analyzing how the change in the ways of communication is interpreted by the teacher in the language classroom.
Indeed, communication in a foreign language class, whether verbal, paraverbal or non-verbal, is mainly oriented towards the appropriation of knowledge (the language). It is not detached from the expert person (the teacher / transmitter) which exerts actions on learners in order to modify their behavior and their knowledge (Cicurel, 2011).
Changing the way he communicates knowledge with learners is not straightforward but involves the teacher who must position himself for or against this change.
From this perspective, attributing an interest in the way of communicating based on what the teacher thinks is significant to us since the teacher’s representations determine his/her actions in class (Seca, 2001). Collecting and interpreting the teacher’s representations allows us to better understand his/her actions and motives for action (Schütz, 1998). The corpus consists of transcribed extracts of semi-directives interviews and self-confrontation interviews conducted with Tunisian teachers.
The change discussed in this research concerns the use of ICT, the use of the mother tongue in foreign language classes and distance education.
The analysis is done according to a double interpretation: that of the teacher with regard to his/her own ways of communicating in class and our analysis of the interpretation given by the teacher. This ethnographic-type approach is in line with research concerned with the study of teacher thinking (Tochon, 1993, 2000; and more recently the researchers of the group (IDAP) in Paris III including Cicurel, Aguilar Rio, and Moustapha-Sabeur. The theories relate to language didactics, sociology and psychosociology.
The results of the analysis of the interpretation given by the teachers show an ambivalence in their remarks. On the one hand, change is a risky action affecting their status and their professional identity, and, on the other hand, it is necessary, insofar as it makes it possible to establish an interactional dynamic reflecting a certain level of professionalization and know-how, in short, a gradual integration of a teaching strategy.
Keywords: Communication, Teacher thinking, Change, Didactics, Interpretation
Malak Moustapha-Sabeur
Higher Institute of Languages of Tunis (ISLT) Tunis, Tunisia
University of Carthage Tunis, Tunisia
e-mail: malak.sabeur@yahoo.fr
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