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See detailDesigning a language policy for the International Standing Conference for the History of Education : issues, models and blueprint for action
de Saint-Georges, Ingrid

Report (2021)

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See detailMultilingualism as a resource for learning–insights from a multidisciplinary research project
Hu, Adelheid; de Saint-Georges, Ingrid

in European Journal of Applied Linguistics (2020), 8(2), 143-156

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See detail“We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context
de Saint-Georges, Ingrid; Budach, Gabriele; Tress, Constanze

in European Journal of Applied Linguistics (2020), 8(2),

In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context.

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See detailCapitalizing on linguistic diversity in education
Hu, Adelheid; de Saint-Georges, Ingrid; Obojska, Maria

in European Journal of Applied Linguistics (2020), 8(2), 143-353

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See detailReconnaître les compétences transversales en lien avec l'employabilité et les certifications: Enjeux, cadre de référence et effets
de Saint-Georges, Ingrid

Report (2019)

See detailConstruire un projet européen ERASMUS+ au service de la formation des adultes. Témoignage: le projet RECTEC
de Saint-Georges, Ingrid; Chaumette, Pascal; Diederich, Gary

Scientific Conference (2018, October 25)

See detailRecognizing transversal competencies in situations of professional development: challenges and stakes
de Saint-Georges, Ingrid

Scientific Conference (2018, September 13)

See detailKeynote. The Politics of Emotions in Higher Education: tensions, dilemmas and possibilities.
de Saint-Georges, Ingrid

Scientific Conference (2018, May 01)

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See detailGeneralizing from Case Studies: A Commentary
de Saint-Georges, Ingrid

in Integrative Psychological and Behavioral Science (2018)

This commentary responds to the articles assembled for the thematic issue Self-identity on the move: methodological elaborations (IPBS, 51 (2), June 2017). The issue points in two directions. Firstly, the articles investigate the way individual self-identity develops in changing social and cultural environments, specifically in the contexts of family, youth and migration. Secondly, the special issue is also interested in methodological elaboration, more specifically the question of how one can generalize from individual case studies, especially when looking at complex, multiscale, semiotic processes. This commentary particularly addresses the second point and uses the various cases in this issue (i) to better understand something of the larger intellectual debate around the question of 'generalizing from case studies', and (ii) to reflect on writing as a tool for indexing generalization. The commentary highlights five textual moves the authors use to make their findings relevant beyond the specifics of the local study.

See detailDoing interdisciplinary research with an impact: the power of case studies
de Saint-Georges, Ingrid

Presentation (2017, December 05)

In this CALIDIE Colloquium, I will present ‘Nexus Analysis’ an interdisciplinary approach I have been using in different projects over the years. I will show how this approach is particularly useful for doing research seeking to impact the situation one studies and often implies working in partnership with researchers and practitioners from different horizons. I will discuss two examples applying this framework. The first case study will concentrate on the study of reconversion of professionals to new lines of work. The second case study will investigate reflections towards making a multilingual Higher Education programme more inclusive. Both case study presentations will be an opportunity to reflect about the conditions under which case studies might be useful from a practical and a theoretical standpoint. In closing the presentation, I hope to engage the participants in a more interactive dialogue around issues linked with inter-disciplinarity and mixed-methods approaches, theorizing, and axiomatic stances regarding values in doing science

See detailApplying nexus analysis in work contexts
de Saint-Georges, Ingrid

Presentation (2017, November 21)

See detailValues and valuing at work
de Saint-Georges, Ingrid

Presentation (2017, November 20)

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See detailL'ethnographie du travail
de Saint-Georges, Ingrid

E-print/Working paper (2017)

See detailLearning in the wild: explorations in non-telic education
de Saint-Georges, Ingrid

Presentation (2017, October 23)

See detailPluriversalizing (Higher) Education: meanings, contexts and possibilities
de Saint-Georges, Ingrid

Scientific Conference (2017, October 20)

This presentation explores hybridity, multilingualism and mediation in (Higher) Education, especially when (university) classrooms become more visibly diverse and multilingual. It begins by identifying first which professional dilemmas and opportunities the diversifying classroom crates for both teachers and students. How does increasing diversity affect for example language policy, assessment, expression, and curriculum development? The paper next suggests that taking an interdisciplinary outlook might shed interesting light on these questions. In particular, insights from socioliguistics, multilingual education, social semiotics and post-colonial studies might lead to renewed thinking about traditional concepts of miedations and re-mediations. Finally, drawing on both succesful and problematic cases, the discussion explores the meanings, challenges and opportunities that arise when adopting what researchers from the South have called a pluriversal perspective, and when one substitutes a multilingual ethos and ethics of care for the more traditional monolingual, eurocentric orientation most prevalent in Western Universities.

See detailSynthèse finale
de Saint-Georges, Ingrid

Presentation (2017, September 07)

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See detailSuperdiversity and Language
Budach, Gabriele; de Saint-Georges, Ingrid

in Canagarajah, Suresh (Ed.) The Routledge Handbook of Migration and Language (2017)

See detailLa formation professionnelle entre école et travail: exploration d'un espace liminaire
de Saint-Georges, Ingrid

Presentation (2017, March 09)

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See detailPlurilinguisme et multimodalité : les dilemmes de l’enseignant débutant en contexte linguistiquement hétérogène
de Saint-Georges, Ingrid; Garofalo, Véronique; Weyer, Dany

in Forumlecture suisse. Littératie dans la recherche et la pratique (2017), 2017(1), 1-22

Les classes en Europe se diversifient. Cette diversification transforme l’exercice du métier enseignant tout en lui offrant de nouvelles opportunités de développement. Cet article explore l’hypothèse qu’en utilisant des outils issus de paradigmes au départ distincts – les approches multimodales du discours issues de la sémiotique sociale et les travaux sur le plurilinguisme dans le champ de la linguistique appliquée – on peut faire émerger une vision plus compréhensive des dilemmes et des questions que la diversité pose, en particulier pour l’enseignant débutant. En partant de l’analyse d’une première leçon de français dans une classe très internationale et un contexte d’enseignement trilingue, l’article s’attache à dresser une première cartographie de ces dilemmes. Cinq défis en particulier sont relevés (relatifs à la différenciation, la reconnaissance du travail sémiotique, l’évaluation, la reconnaissance des répertoires des élèves, et aux compétences linguistiques des enseignants). La cartographie est posée comme un préalable nécessaire à une réflexion plus large sur les moyens d’action à mettre en oeuvre pour soutenir l’action enseignante en contexte linguistiquement hétérogène.

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See detailResearching Media, Multilingualism and Education
de Saint-Georges, Ingrid

in King, Kendall; Lai, Yi-Ju (Eds.) Encyclopedia of Language and Education (3rd Edition) - Research Methods Volume) (2017)

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See detailPremiers pas dans le métier d'enseignant: quand la langue s'en mêle
de Saint-Georges, Ingrid

E-print/Working paper (2017)

See detailBreaking through borders: routes, resources, modes and infrastructures of (im)mobility in Higher Education
de Saint-Georges, Ingrid

Scientific Conference (2016, October 05)

Mobility is a central force shaping Higher Education today. Figures about international outlook of universities are particularly eloquent in depicting how diverse universities have become. These figures show how many students are on the move as well as their motivation and aspirations. They allow identifying where the sojourners are from or move to. While this “big data” is essential to map the flow of students who cross national borders every year to get an education, there is information that is more difficult to address from this quantitative perspective. Namely, it is difficult to account for the experience of individuals who aspire to move to study, but in the end, cannot and therefore remain immobile (Carling 2002, Juffermans & Tavares 2016). Such a situation, however, is not infrequent, and affect particularly students of the Global South, especially with the recent changes of focus in internationalization policies (Knight & de Wit 1995) which makes it harder for them to access Universities in Europe. In this paper, following Lindquist et al. (2012), we take the view that to understand these processes of (im)mobility, it is perhaps useful to get away from the typical studies of regulations of borders and identities in migration study, and to focus instead on the routes, the modes of transportation, the infrastructures and the brokers which make mobility (im)possible. In order to do that, we adopt a multisited and relational ethnographic approach (Marcus 1998, Desmond, 2014), examining the admission process to a Master programme in Luxembourg, and the trajectory of applicants from Guinea Bissau to this programme. In following the trajectory of four applicants, we examine the practices, discourses, infrastructures and people that help move these students towards Luxembourg or on the contrary, erect borders that become impossible to cross for them. In our analysis, we draw from discourse analysis, human geography, social semiotics and intervention studies, to analyse the chains of material-physical practices as well as the semiotic realities facilitating or hindering movement. Understanding better these chains and connections, we argue, allows to see if there are nodes/points on the road that are more crucial, that is, points where talk, texts, or objects have the power to close down or opening up the routes (R. Scollon, 2012). On an empirical level, we examine longitudinally the trajectory of three students as a means to open up what Lindquist et al. (2012) call the “black box” of migration. On a theoretical level, we seek to contribute to the development of nexus analysis—an interdisciplinary framework that takes actions, mediations, processes and relation as central units for analysts interested in understanding the roots of social change (Scollon & Scollon, 2004). On a methodological level, we propose concrete steps for a study of routes and mobility revealing the permeability/ impermeability and relational nature of borders in higher education.

See detailNavigating Multilingual workplaces: a view from across contexts and institutions
de Saint, Ingrid

Presentation (2016, March 01)

See detailLinguistic Landscape/s: quels ancrages disciplinaires dans les univers de recherche anglophone et francophone?
Mourhlon-Dallies, Florence; de Saint-Georges, Ingrid

Scientific Conference (2016, January 18)

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See detailLe défi de l'enseignement trilingue dans nos écoles fondamentales
de Saint-Georges, Ingrid

Article for general public (2016)

See detailAu carrefour des disciplines, au détour des terrains: dialogues, échanges et nouvelles convivialités épistémologiques
de Saint-Georges, Ingrid

Presentation (2015, December 04)

See detailLangage, travail, formation : nouveaux espaces de pratiques et de réflexions
de Saint-Georges, Ingrid

Presentation (2015, November 30)

See detailBi- or Multilingual Programs and the Internationalization of Higher Education : Challenges and Prospects
de Saint-Georges, Ingrid

Speeches/Talks (2015)

See detailPratiques et défis du multilinguisme dans différents contextes éducatifs luxembourgeois
de Saint-Georges, Ingrid

Presentation (2015, October 07)

See detailL'équipe Interaction & Formation : 10 ans après
de Saint-Georges, Ingrid

Presentation (2015, September)

See detail'Please Do not Stand over the Buddha’s Head (Pay Respect)’: Mediations of Tourist and Researcher Experience in Thailand.
Jocuns, Andrew; de Saint-Georges, Ingrid; Chonmahatrakul, Nawasri; Angkapanichkit, Jantima

Scientific Conference (2015, July)

See detailMultilingualism in Higher Education: Research in the European Context
de Saint-Georges, Ingrid

Conference given outside the academic context (2015)

See detailWorking both ends of the trajectory: texts, stamps, bureaucracy and unpacking the black box of migration from Africa to Europe
de Saint-Georges, Ingrid

Presentation (2015, March)

See detailLes interactions en formation professionnelle initiale: état des lieux et enjeux
de Saint-Georges, Ingrid

Presentation (2015)

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See detailInterview with...Ingrid de Saint-Georges
de Saint-Georges, Ingrid; Baranova, Valeriya

Article for general public (2015)

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See detail'Please Do not Stand over the Buddha’s Head (Pay Respect)’: Mediations of Tourist and Researcher Experience in Thailand
Jocuns, Andrew; de Saint-Georges, Ingrid; Chonmahatrakul, Nawasri; Angkapanichkit, Jantima

in Lingue Culture Mediazioni = Languages Cultures Mediation (2015), 2(1), 115-134

See detailMaking sense of multimodal data in sociolinguistic research
de Saint, Ingrid

Presentation (2014, November)

See detailInvited contributor to the roundtable - Multilingualism in secondary education
de Saint-Georges, Ingrid

Presentation (2014, October 09)

See detailPreparing teachers for the multilingual classroom: lessons from teacher practicum in Luxembourg
de Saint-Georges, Ingrid

Scientific Conference (2014, September)

See detailLernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Vielfalt im Klassenraum
Morys, Nancy; Kirsch, Claudine; de Saint-Georges, Ingrid; Gretsch, Gérard

Book published by Peter Lang (2014)

See detailMediated Action and Mediated Discourse Analysis: Studying learning and becoming at the Nexus of Practice
de Saint-Georges, Ingrid; O'Connor, Kevin

Scientific Conference (2014, June 23)

See detailStudying Pre-service Teacher Preparation for Lingusitic Diversity in Education : Methodological and Analytical Reflections
de Saint, Ingrid

Presentation (2014, May)

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See detailMediated Discourse Analysis, 'embodied learning' and emerging social and professional identities
de Saint-Georges, Ingrid

in Norris, Sigrid; Maier, Carmen Daniela (Eds.) Interactions, Images and Texts: A Reader in Multimodality (2014)

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See detailDialogues et transformations : la restitution dans les sciences du langage
de Saint-Georges, Ingrid

in SociologieS (2014)

Un survol de la littérature révèle que la question de la restitution a été peu abordée dans les publications en sciences du langage. Cet état de fait soulève plusieurs interrogations : comment comprendre l’écart actuel entre un discours académique encore peu prolixe sur la question de la restitution et des pratiques de restitution dans les faits de plus en plus nombreuses ? Où trouver des ressources pour penser la restitution ? Comment envisager les formes qu’elle peut prendre et les contenus qui peuvent en faire l’objet ? Cet article examine quelques-uns des défis que la restitution constitue pour le champ de la linguistique appliquée et propose une discussion autour de pratiques avérées de restitution.

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See detailPratiques langagières et mondes du travail : d’une linguistique appliquée à une linguistique de l’intervention ?
de Saint-Georges, Ingrid

in Dispagne, Michel (Ed.) Espaces sociaux, pratiques langagières et mise(s) en scène du travail (2014)

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See detail“Ohne Glutamat/Without MSG”: Shelf label design in a Thai supermarket
Serwe, Stefan Karl; de Saint-Georges, Ingrid

in Horner, Kristine; de Saint-Georges, Ingrid; Weber, Jean-Jacques (Eds.) Multilingualism and Mobility in Europe: Policies and Practices (2014)

Ethnic businesses are physical manifestations of the mobility of humans and goods around the globe. At the same time they constitute spaces for multilingual practices. One such practice is the design of shelf labels: typically small, rectangular pieces of paper attached to the edge of a product display featuring the price and the product’s name. This paper intends to shed light on the use of German and Thai on handwritten shelf labels in a small immigrant-owned convenience store in rural Germany. The data are a set of photographs of shelf labels and the products they are tagged to, ethnographic observations and fieldnotes, as well as anecdotes and statements by the owner of the store. The use of Scollon and Scollon’s (2003) analytical framework of geosemiotics reveals that in producing the inscriptions on the labels the owner draws on her knowledge of various semiotic systems strategically. The production of shelf labels can be seen as a complex activity that demands of the producer to possess the competencies to navigate an array of social discourses in order to cater to her clientele in the most relevant way.

See detailMultilingualism and Mobility in Europe: Policies and Practices
Horner, Kristine; de Saint-Georges, Ingrid; Weber, Jean-Jacques

Book published by Peter Lang (2014)

See detailLearning to work : Insights from Ethnography and Multimodal Discourse Analysis for Vocational Education Research
de Saint-Georges, Ingrid

Scientific Conference (2013, November 24)

See detailPratiques langagières et mondes du travail : d’une linguistique appliquée à une linguistique de l’intervention ?
de Saint-Georges, Ingrid

Presentation (2013, April)

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See detailMultilingualism, multimodality and the future of education research
de Saint-Georges, Ingrid

in Multilingualism and Multimodality : Current Challenges for Educational Studies (2013)

See detailMultilingualism and Multimodality: Current Challenges for Educational Studies
de Saint-Georges, Ingrid; Weber, Jean-Jacques

Book published by Sense Publishers (2013)

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See detailPreface
de Saint-Georges, Ingrid; Weber, Jean-Jacques

in de Saint-Georges, Ingrid; Weber, Jean-Jacques (Eds.) Multilingualism and Multimodality : Current Challenges for Educational Studies (2013)

See detailStudying and teaching in a multilingual university : Policies, practices, learning outcomes
de Saint-Georges, Ingrid; Hu, Adelheid

Presentation (2012, December 17)

See detailMultimodalité et analyse de trajectoires situées
de Saint, Ingrid

Presentation (2012, September)

See detailRestitutions, échanges, transformations : l’analyste du discours face au "retour au terrain"
de Saint-Georges, Ingrid

Scientific Conference (2012, February 03)

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See detailContext in the Analysis of Discourse and Interaction
de Saint-Georges, Ingrid

in Chapelle, Carole (Ed.) The Encyclopedia of Applied Linguistics (2012)

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See detailAnticipatory Discourse
de Saint-Georges, Ingrid

in Chapelle (Ed.) The Encyclopedia of Applied Linguistics (2012)

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See detailAnalyse des pratiques langagières et retombées pratiques pour le terrain: se situer et construire un projet "impliqué" ou "engagé"
de Saint-Georges, Ingrid

in Pugnière-Saavedra; Sitri, F.; Veniard, M. (Eds.) L'analyse du discourse dans la société: engagement du chercheur et demande sociale. (2012)

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See detailNouvelles épistémologies en analyse du discours et des interactions: le paradigme de la Mediated Discourse Analysis
de Saint-Georges, Ingrid

in Semen (2012), 34

See detailL’analyste du discours et son « terrain de recherche » : écueils et enjeux de la « restitution » (invited contribution)
de Saint-Georges, Ingrid

Presentation (2011, September)

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

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

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

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 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.

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

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; Gnach, Aleksandra; Stotz, Daniel; de Saint-Georges, Ingrid

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

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See detailLa mise en circulation des savoirs en formation professionnelle initiale: orientations de la recherche et synthèse des résultats
Filliettaz, Laurent; de Saint-Georges, Ingrid; Duc, Barbara; Losa, Stefano

Report (2011)

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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; De Pietro, Jean-François; de Saint-Georges, Ingrid

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; Gnach, Aleksandra; Stotz, Daniel; Wyss, Eva Lia

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; de Pietro, Jean-François; de Saint-Georges, Ingrid

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; Jocuns, Andrew; Lou, Jackie Lia; Toy, Margaret; Al Zidjali, Najma

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

See detail« Guidance » and « orientation » in educational settings : Using the study of anticipatory discourse as a tool for prospective critique
de Saint-Georges, Ingrid

Scientific Conference (2010, November)

See detailInteragir pour travailler ensemble : la compétence d’interaction en formation professionnelle initiale
de Saint-Georges, Ingrid

Scientific Conference (2010, February)

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See detailMusing on « Scollonese » and a Medley of Texts by Ron and Suzie Scollon
de Saint-Georges, Ingrid

in Evox (2010), 4(1), 57-59

See detailMultilingualism and multiculturalism in monolingual spaces : Case studies from the Swiss vocational education and training context
de Saint-Georges, Ingrid

Scientific Conference (2010)

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

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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

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; 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; 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 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.

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

Conference given outside the academic context (2009)

See detailEntrée dans les métiers techniques et insertion sur la place de travail : enjeux des interactions en formation professionnelle initiale
de Saint-Georges, Ingrid

Presentation (2009, April)

See detailSocial identification, learning and processes of marginalization : a case study in the field of vocational education and training
de Saint-Georges, Ingrid

Scientific Conference (2009, March)

See detailA qualitative approach to vocational training and education : what can we learn about « consequential transitions » from ethnography ?
de Saint-Georges, Ingrid

Scientific Conference (2009, March)

See detailBook review. Debating Diversity: Analysing the discourse of tolerance. J. Blommaert and J. Verschueren (1998).
de Saint-Georges, Ingrid

in Discourse Studies (2009), 2(1), 121-122

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See detail« She will never be a mason » : Interacting about gender and negotiating a woman's place in adult training and education.
de Saint-Georges, Ingrid

in Ostrouch, Joanna; Ollagnier, Edmée (Eds.) Researching gender in Adult Learning (2009)

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See detailTrajectoires situées d’apprentissage et transformations de l’expérience en formation professionnelle initiale
de Saint-Georges, Ingrid; Duc, Barbara

Scientific Conference (2009)

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See detailDévelopper l'autonomie dans un dispositif de formation professionnelle initiale : les ressources des situations de travail.
Duc, Barbara; de Saint-Georges, Ingrid

in Bulletin Suisse de linguistique appliquée (2009), 90

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See detailFrancophone research on language and work
Filliettaz, Laurent; de Saint-Georges, Ingrid

in Bargiela-Chiappini, Francesca (Ed.) The Handbook of Business Discourse (2009)

See detailInteractions et dynamiques de participation en formation professionnelle initiale.
Filliettaz, Laurent; de Saint-Georges, Ingrid; Duc, Barbara

in Durand, Marc; Filliettaz, Laurent (Eds.) Travail et formation des adultes (2009)

See detail« La formation professionnelle initiale en crise ? L’analyse du discours face à une demande sociale
de Saint-Georges, Ingrid

Scientific Conference (2008, November)

See detailPolycontextual learning : weaving interconnections between forms of knowing, doing and being over time
de Saint-Georges, Ingrid

Scientific Conference (2008, September)

See detailMultimodalité et apprentissage : l’organisation plurisémiotique de l’explication en formation professionnelle initiale
de Saint-Georges, Ingrid

Presentation (2008, June)

See detail"But I don’t have the time !" : time, learning and agency in the workplace
de Saint-Georges, Ingrid

Scientific Conference (2008, May)

See detailLearning under time pressure : the synchronizing of learning to various Zeitgebern
de Saint-Georges, Ingrid

Scientific Conference (2008, April)

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See detailLes trajectoires situées d'apprentissage
de Saint-Georges, Ingrid

in Filliettaz, Laurent; de Saint, Ingrid; Duc, Barbara (Eds.) « Vos mains sont intelligentes ! » : interactions en formation professionnelle initiale, 117 (2008)

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See detailLa multimodalité et ses ressources pour l'enseignement - apprentissage
de Saint-Georges, Ingrid

in Filliettaz, Laurent; de Saint-Georges, Ingrid; Duc, Barbara (Eds.) « Vos mains sont intelligentes ! » : interactions en formation professionnelle initiale, 117 (2008)

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See detailBook review Future Matters: action, knowledge, ethics. B. Adam and C. Groves
de Saint-Georges, Ingrid

in Time & Society (2008), 17(2-3), 389-391

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See detailSituated trajectories of learning in vocational training interactions.
de Saint-Georges, Ingrid; Filliettaz, Laurent

in European Journal of Psychology of Education (2008), XXIII(2), 213-233

See detail« Mais vous tapez comme un pharmacien ! » : analogies en formation professionnelle initiale.
Filliettaz, Laurent; de Saint-Georges, Ingrid; Duc, Barbara

in Filliettaz, Laurent; Schubauer-Leoni, Maria-Luisa (Eds.) Processus interactionnels et situations éducatives (2008)

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See detail« Vos mains sont intelligentes ! » : Interactions en formation professionnelle initiale.
Filliettaz, Laurent; de Saint-Georges, Ingrid; Duc, Barbara

Book published by Université de Genève, Cahiers de la Section des Sciences de l’Education, 117. (2008)

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See detailGestes, pratiques, corporéité et polyfocalisation de l’action dans le travail de techniciennes de surface.
de Saint-Georges, Ingrid

E-print/Working paper (2007)

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See detailOrder, duration and rhythm : tuning to complex temporal arrangements in workplace learning
de Saint-Georges, Ingrid; Duc, Barbara

in Morello, Gabriele (Ed.) Proceedings of the 5th Palermo International Conference on Social Time. Retroscapes and Futurescapes. Temporal tensions in organizations (2007)

See detailTraduction de Yrjö Engeström. L’inter-agentivité orientée-objets : vers une compréhension de l’intentionnalité collective dans les champs d’activités distribuées.
de Saint-Georges, Ingrid

in Barbier, Jean-Marie; Durand, Marc (Eds.) Les rapports sujets-activités-environnements (2006)

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See detailLa mise en discours du temps en situation de formation professionnelle initiale : le cas du trempage de l'acier.
Filliettaz, Laurent; de Saint-Georges, Ingrid

in Bulletin Suisse de linguistique appliquée (2006), 84

See detailL'inter-agentivité orientée-objets: vers une copréhension de l'intentionnalité collective dans les champs d'activités distribuées.
Engestrom, Yrjo; de Saint-Georges, Ingrid

in Barbier, Jean-Marie; Durand, Marc (Eds.) Les rapports sujets-activités-environnements (2006)

See detailSki, cheese fondue and Swiss watches : the rhetoric of analogical discourse in vocational training interactions.
Filliettaz, Laurent; de Saint-Georges, Ingrid; Duc, Barbara

Scientific Conference (2006)

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See detailDanser et après ?
Durand, Marc; de Saint-Georges, Ingrid; Laurent, Elisabeth; Schenk, André

Report (2006)

See detailLe curriculum en formation des adultes : argumentation pour une approche « orientée-activité ».
Durand, Marc; de Saint-Georges, Ingrid; Meuwly-Bonte, Myriam

in Crahay, Marcel; Audigier, François; Dolz, Joaquim (Eds.) Curriculum, enseignement et pilotage (2006)

See detailRecherche, Intervention, Formation, Travail : mise en tension.
Filliettaz, Laurent; Merhan, France; de Saint-Georges, Ingrid; Schurmans, Marie-Noëlle

in Durand, Marc; Filliettaz, Laurent (Eds.) Recherche, intervention, formation, travail : débats et perspectives dans le champ de la formation des adultes, 110 (2006)

See detailProfessional training as transformation across scales : mapping dynamic of changes in the activity system of a small publishing house through analyzing the work practices of a novice manager.
Durand, Marc; de Saint-Georges, Ingrid; Meuwly-Bonte, Myriam

Scientific Conference (2005, September)

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See detailFrom anticipation to performance : Sites of engagement as process
de Saint-Georges, Ingrid

in Norris, Sigrid; Jones, Rodney H. (Eds.) Discourse in action: introduction to mediated discourse analysis (2005)

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See detailDiscours, anticipation et action : les constructions discursives de l'avenir dans une entreprise de formation par le travail
de Saint-Georges, Ingrid

in Filliettaz, Laurent; Bronckart, Jean-Paul (Eds.) L’analyse des actions et des discours en situation de travail (2005)

See detailTechnologies of dis-involvement in crisis management : objectifying, impersonalizing and desensitizing information from the ground
de Saint-Georges, Ingrid; Wallemacq, Anne; Jacques, Jean-Marie

Presentation (2004, July 28)

See detailActions, médiations et interactions en situation de travail : une approche multimodale des activités sur un chantier
de Saint-Georges, Ingrid

Scientific Conference (2004, May)

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See detailActions, médiations et interactions : une approche multimodale du travail sur un chantier.
de Saint-Georges, Ingrid

in Cahiers de linguistique Française (2004), 26

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See detailMateriality in discourse : the influence of space and layout in making meaning
de Saint-Georges, Ingrid

in LeVine, Philip; Scollon, Ron (Eds.) Discourse and technology: Multimodal discourse analysis (2004)

See detailNote de synthèse concernant EVOQ : un logiciel d’analyse et de visualisation de données textuelles. Rapport final d’activité à destination de la Fondation Francqui.
de Saint-Georges, Ingrid

Report (2004)

See detailAnticipatory discourses : constructing futures of action in a vocational program for long-term unemployed
de Saint-Georges, Ingrid

Doctoral thesis (2003)

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See detailNationality and the European Union : competing identities in the visual design of four European cities.
de Saint-Georges, Ingrid; Norris, Sigrid

in Visual Sociology (2000), (15), 65-78

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See detail« Click here if you want to know who I am » : Deixis in personal homepages
de Saint-Georges, Ingrid

in Prague, Ralph (Ed.) Proceedings of the 30th Annual Hawaii International Conference on System Science (1998)

Personal Homepages (HPs) belong to an emerging genre. Confronted with a kind of text which is still rather undefined, whose form and content are not fixed and to which they haven't had exposure before, authors of HPs tend to take as their model other personal HPs, thus ultimately participating in the conventionalization of a genre. By examining the system of deictic elements that can be found in personal HPs, I study these emerging patterns and show rules of function and stylistic characteristics of these texts. This ultimately leads to a tentative definition of the genre of personal HPs.

See detailDeixis in internet personal homepages: investigation of a digital genre (Master thesis)
de Saint-Georges, Ingrid

Bachelor/master dissertation (1997)

See detailDéchiffrer Borges : le thème des mathématiques dans les contes, essais et poèmes
de Saint-Georges, Ingrid

Bachelor/master dissertation (1995)