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Multimodalité dans la communication pour l’agir professionnel : repérage et analyse

Muriel Grosbois and Naouel Zoghlami

« Nous on imite des comportements pour mieux les comprendre ! » : multimodalité et mimétisme dans le travail interactionnel des éducateurs spécialisés

Laurent Filliettaz and Cécilia Mornata
This paper examines how a training method based on interaction analysis has been implemented in the context of the continuing education of special needs educators working in the field of autism. The paper investigates a corpus of audio-video recordings of data sessions in professional training, in which special needs educators working with patients with autism spectrum disorder (ASD) reflect on their work. Based on an analysis of recorded excerpts of co-analysis sessions, we show how participants orient their attention toward fine-grained multimodal details of their interactional competence. The paper focuses on the mimetic behaviors by which participants involved in the process of analyzing video data reenact embodied actions as they are visible in the recorded work activities.

« C’est vous la voix ! » : la multimodalité comme objet d’apprentissage, ressource de l’accompagnement socio-professionnel et levier pour la professionnalisation dans les entreprises sociales

Ayla Bimonte
This paper studies multimodality in the context of the socio-professional integration of adults living with mental health disorders. It aims to describe the processes of semiotization at work in the support provided to beneficiaries, as well as to identify the effects of a continuing training program based on the collective analysis of interactions, intended for support professionals. Sequential and multimodal analysis of support interactions highlights the interactional competences mobilized in the semiotic processes that support beneficiaries’ professionalization. Analysis of comments from training shows that, by describing multimodality in detail, professionals identify the interactional competences and reflect on the benefits and risks associated with specific support practices. Finally, the paper highlights that semiotic choices in support constitute observable traces of the participants’ agency and that the continuing training program, which focuses on describing semiotic resources, promotes continuous professional development.

Former à la communication multimodale en anglais L2 : pratiques enseignantes et perspectives pour la formation des professionnels

Naouel Zoghlami and Muriel Grosbois
In this article, we explore multimodal communicative competence in L2 English for professional purposes, given that communication today is sustained by technology and occurs in a globalized context. More specifically, we examine the extent to which teaching practices prepare learners to develop these skills, which represents a challenge for higher education institutions. To this end, we study in particular the non-verbal part of communication as developed in an L2 English learning environment specifically designed and implemented for the training of professional adults enrolled in a continuing training program in the LSP sector. Our results show that language teachers are indeed involved in the development of learners’ multimodal communicative competence—an essential skill, since becoming a professional entails mastering the semiotic resources employed by the professional community—but to varying degrees, and that they would benefit from support in order to further develop critical semiotic awareness and research-informed pedagogical practices.

Former aux littératies numériques multimodales : enjeux pour la professionnalisation des enseignant.e.s de langue seconde

Béatrice Dupuy
Language teacher professional associations (e.g., ACTFL, TESOL, CASLT, APLV) have recently prioritized new literacies and multimodality as language teaching goals, recognizing how digital tools enable the combination of writing, sound, and images. However, teachers report feeling unprepared to implement multimodal pedagogies, thus making systematic teacher preparation critical. This study examined modes, semiotic resources, and intersemiotic relationships in digital infographics created by applied linguistics graduate students who resemiotized a scholarly article on technology in language teaching within a multiliteracies-focused hybrid course. Drawing on resemiotization and recontextualization concepts, the study addressed two questions: (1) What semiotic modes and resources were chosen when resemiotizing an article into a digital infographic? (2) What contextual factors influenced these choices and shaped the rhetoric?

« Bricolage pluri-sémiotique » et multimodalité : quelles réalités dans les pratiques professionnelles ? Quels enjeux pour la forma(lisa)tion ?

Isabelle Estève
We focus on the question of multimodality and professionalization through the everyday “plurisemiotic bricolage” deployed by Deaf and hearing (future) professionals when confronted with exolingual (Porquier 2003) and intercultural (Marandon 2003) interactional situations. These asymmetries offer a unique lens on the multimodal adaptive strategies these professionals mobilize as they attempt to act linguistically—drawing on the full range of available resources—to regulate intercomprehension and sustain the interaction.

Former à la perception des situations de travail en agro-alimentaire : le rôle des médiations multimodales des formateurs en atelier d’école

Laurent Veillard
Several studies show that an important aspect of professional activities consists of perceiving and interpreting what is relevant for action in a work situation. In this article, our objective is to analyze the potential of a particular type of training situation, school workshops, for training in this aspect. More specifically, we examine the role of multimodality in the trainer’s interventions. The results show how the intermediate and hybrid nature of workshop situations allows students to be confronted with realistic perceptual dimensions in a professional context, while leaving significant opportunities for multimodal mediation on the part of the trainer.

Analyse des gestes professionnels lors d’une guidance de mémoire en sciences infirmières : la multimodalité de la communication au service de la professionnalisation infirmière

Hélène Rousseau-Trapy and Sophie Doumen
In the context of the academization of the nursing profession, the core training thesis introduces students to research. This article presents a case study analyzing the multimodality of communication in the trainer-student dyad through the lens of professional actions during thesis guidance. This analysis shows the richness of the semiotic modes of language registers in terms of the student’s methodological learning, the professional nursing ethos, and the aspirations of the professional group. It encourages the use of multimodal analysis in communication to improve the quality of professional nursing practice.

Du feeling à la perceptude : engagement et communication hypnotiques dans l’activité éducative pour favoriser une transformation diplomatique des mondes

Sylvie Mezzena
Research devoted to modeling the ambulatory know-how of Geneva child protection workers, or open educational action (AEMO), revealed a hypnotic phenomenon in their activity. It occurs “naturally” in their activities, without the deliberate use of techniques to induce it. Based on Roustang’s notion of perceptude, we link it to a form of sensory engagement and analogical communication that contributes to the practical and sensitive knowledge of professionals. By encouraging the building of trust, hypnotic trance is discussed as part of a diplomatic effort to build a common world with the parent.

Formateurs et formatrices d’apprenti·e·s en entreprise : un rôle en tension entre enjeux productifs et professionnalisation timide

Roberta Besozzi
This study explores the preparatory pathways leading to the role of in-company trainers of apprentices and examines the process of professionalization of these key actors involved in supervising apprentices within the Swiss dual training system. Drawing on a qualitative and interpretive approach, the research is based on eighty interviews conducted with trainers from companies of various sizes and sectors. The analysis, structured around ideal-typical profiles, highlights the diversity of relationships that trainers maintain with their role, their preparation, and the early forms of professionalization observed. It also reveals the tensions between companies’ productive imperatives and the formative aims of their mission. The findings contribute to a broader reflection on the place of professionalization within in-company training occupations.