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Dirassat

Abstract

Our study attempts to demonstrate the value of exploring teacher discourse, particularly two gestures that we describe as linguistic and didactic gestures. This analysis is intended as a way to describe some of the processes inherent in teacher discourse, especially when the appropriation of knowledge is central to teaching action (Bucheton and Soulé 2009) and this action can only be understood through the paradigm of co-activity, in which language appears as "a window onto teaching activity" (Bucheton and Dezutter, 2008: 13). The work of the teacher in the school context is essentially linguistic; it is a spoken profession. But this activity can only be described by taking into account oral interactions, which rely on a constant back-and-forth between knowledge and the concrete situations that help us understand it (Nonnon, 1993). In this sense, it seems to us that this type of analysis is essential in initial and continuing teacher training. It allows us to pinpoint what is really at stake in oral interactions in terms of learning in order to raise teachers' awareness of the importance of language gestures.

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