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See detailLes dynamiques langagières de l'accompagnement
de Saint-Georges, Ingrid UL

in Langage et Société (2011), 137

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See detailCompte rendu Critical Discourse Analysis I: les notions de contexte et d'acteurs sociaux. A.Petitclerc et P. Schepens (eds.)
de Saint-Georges, Ingrid UL

in Bulletin Suisse de linguistique appliquée (2011), 93(été), 141-147

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See detailThe Linguistic Dynamics of Support
de Saint-Georges, Ingrid UL

in Langage et Société (2011), 3

Few studies have examined the relationships that develop in situ between support professionals and those they support in vocational retraining situations. To address this gap in the literature, this paper ... [more ▼]

Few studies have examined the relationships that develop in situ between support professionals and those they support in vocational retraining situations. To address this gap in the literature, this paper examines the way in which support plays out in a real interactive situation. First, some generic aspects of support situations will be outlined (including the open and unpredictable character of the dialogue, goal orientations, and the asymmetry of roles). Second, the anticipatory nature of support situations, which are forward-looking and focused on decisions concerning future actions, will be underlined and analytical categories put forward. Finally, a real support situation will be analyzed using these categories. The context in which the analysis takes place is a vocational training community organization that incorporates social economic values and has a dual mission to integrate and train the low-skilled, long-term unemployed. In terms of methodology, the analytical tools are drawn from the field of interactional sociolinguistics and mediated discourse analysis. A close analysis of support interactions identifies some salient aspects of social support activities and reflects a number of dilemmas and controversies associated with the profession. [less ▲]

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See detailMediated Discourse Analysis
Scollon, Suzanne; de Saint-Georges, Ingrid UL

in Gee, James Paul; Handford, Michael (Eds.) The Routledge Handbook of Discourse Analysis (2011)

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See detailEinführung
de Pietro, Jean-François; de Saint-Georges, Ingrid UL; Gnach, Aleksandra et al

in Bulletin Suisse de linguistique appliquée (2011), 93(été 2011), 1-11

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See detailSprachkompetenzen in Ausbildung und Beruf - Übergänge und Transformationen/Les compétences langagières dans la formation et dans la vie professionnelle - Transitions et transformations
Wyss, Eva; Stotz, Daniel; Gnach, Aleksandra et al

in Bulletin Suisse de linguistique appliquée (2011), 2(Winter), 1-202

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See detailIntroduction/Einführung
de Pietro, Jean-François; de Saint-Georges, Ingrid UL; Gnach, Aleksandra et al

in Bulletin Suisse de linguistique appliquée (2011), 94(hiver), 1-25

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See detailSprachkompetenzen in Ausbilding und Beruf - Überänge und Transformationen/Les compétences langagières dans la formation et dans la vie professionnelle - Transitions et transformations (Special issue, volume 1 et 2)
Wyss, Eva Lia; Stotz, Daniel; Gnach, Aleksandra et al

in Bulletin Suisse de linguistique appliquée (2011), 93(été), 1-133

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See detailRon Scollon (1939-2009): An academic in the wild
Norris, Sigrid; Castillo-Ayometzi, Cecilia; de Saint-Georges, Ingrid UL et al

in Discourse and Society (2011), 22(2), 209-216

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See detailLes objets dans la formation Usages, rôles et significations
de Saint-Georges, Ingrid UL; Adé, David

Book published by Octares Editions (2010)

Quels rôles jouent les objets et les dispositifs techniques dans les activités de formation et d'apprentissage ? Comment rendent-ils l'activité collective viable, ou contribuent-ils à la construction des ... [more ▼]

Quels rôles jouent les objets et les dispositifs techniques dans les activités de formation et d'apprentissage ? Comment rendent-ils l'activité collective viable, ou contribuent-ils à la construction des apprentissages ? Le présent ouvrage tente de répondre à ces questions tout en reprenant à nouveaux frais quelques-unes des problématiques actuelles les plus fascinantes des sciences sociales et de l'éducation : la question de l'articulation entre activité individuelle et collective, la négociation collective du sens, la saisie dynamique du cours de l'activité, les réflexions sur les dimensions situées, instrumentées et dynamiques de l'apprentissage. A travers l'analyse d'une dizaine de situations de formation empiriquement attestées, allant de l'école au monde du travail, les contributions analysent les objets dans la dynamique de leur usage. Elles font le point sur les recherches récentes menées à propos des objets dans diverses disciplines et sont autant d'illustrations de la manière dont des approches variées (psychodynamique du travail, approche cours d'action, sociolinguistique interactionnelle, anthropologie cognitive, approches multimodales du discours) peuvent contribuer à illuminer notre compréhension des situations de formation. L'ouvrage s'adresse à toute personne qui s'interroge sur le rôle des objets et du monde matériel dans la vie sociale, l'apprentissage, la formation ou le développement. De manière plus ciblée, il intéresse également les formateurs, chercheurs et/ou praticiens engagés dans la formation des enseignants, dans la formation professionnelle, ou dans la formation des formateurs. Avec les contributions de : David Adé, Bernard Blandin, Christian Brassac, Laurent Filliettaz, Isabelle Fristalon, Nathalie Gal-Petitfaux, Annie Goudeaux, Benoît Huet, Myriam Meuwly-Bonte, Cécile Rossard, Fabrice Roublot, Ingrid de Saint-Georges, Jacques Saury, Carole Sève, Kim Stroumza, Philippe Veyrunes, Olivier Vors. [less ▲]

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See detailAgir avec des objets: penser la part des objets et de l’environnement matériel dans les situations de formation
Adé, David; de Saint-Georges, Ingrid UL

in Adé, David; de Saint-Georges, Ingrid (Eds.) Les objets dans la formation: Usages, rôles et significations (2010)

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See detailReformulation, resémiotisation et trajectoires d‘apprentissage en formation professionnelle initiale: l‘enseignement du giclage du mortier en maçonnerie
Filliettaz, Laurent; de Saint-Georges, Ingrid UL; Duc, Barbara

in Rabatel, Alain (Ed.) Les reformulations pluri-sémiotiques en contexte de formation (2010)

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See detailSkiing, cheese fondue and Swiss watches: analogical discourse in vocational training interactions
Filliettaz, Laurent; de Saint-Georges, Ingrid UL; Duc, Barbara

in Vocations and Learning (2010), 3(2), 117-140

When trainers or teachers in the field of initial vocational education explain abstract notions, refer to technical objects or emphasize the specificities of technical skills, they often call forth ... [more ▼]

When trainers or teachers in the field of initial vocational education explain abstract notions, refer to technical objects or emphasize the specificities of technical skills, they often call forth concepts and practices different from those that are directly salient in the training situations in which they engage. The aim of this paper is to contribute to a better understanding of the empirical realities associated with such phenomena by promoting a discursive and interactional approach of what we propose to term “analogical discourse”. Considering that analogies are performed and shared trough language and speech, we propose that concepts and methodological tools borrowed from the field of linguistics can be profitably applied to the analysis of analogical discourse. Not only can they reveal the dynamic and collective nature of analogies as they are performed, disseminated and sometimes negotiated amongst participants, but they can also help reflect about the complexities of vocational learning as it takes place in specific material, practical and socio-cultural environments. From that standpoint, the paper proposes to see analogies not only as related to conceptual development and cognitive dimensions of learning, but as a substantial contribution to the social, cultural and relational dimensions of it. [less ▲]

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See detailL’accompagnement en formation professionnelle : quels défis ?
de Saint-Georges, Ingrid UL

Conference given outside the academic context (2009)

Detailed reference viewed: 62 (1 UL)