Keywords
Student-teacher relations and interactions
Analysis of professional practice
Professional education
Submitted : 2024-03-31
Accepted : 2024-04-15
Published : 2024-04-30
Abstract
This paper examines the sorts of interactional competencies and institutional demands required from students as they engage in complex forms of participation combining work and training purposes. It focuses on a series of empirical cases, recorded through video data and analyzed from a conversation analytic perspective, in which mentors make the decision to intervene during work sessions moderated by students. Such interventions do not interrupt the student’s activity and lead to the emergence of two distinct but not impermeable interactional spaces. This complex participation framework, known as “schisming,” contributes to overcoming practical issues within multiparty settings. Our study shows how schisming constitutes a particular sequential phenomenon where participants reorganize the interaction and co-construct a social and cognitive interactional space, thus enabling a shared understanding of the specific training context. Empirical data from the practical training of medical radiographers are used to illustrate how schisming may contribute to learning in the conditions of guided practice.
References
Filliettaz L, Lambert P, 2019, Professional Training, a Blind Spot in Social Linguistics? Langage & Société, 2019(168): 15–47.
Veillard L, 2017, Initial Professional Training: Learning by Alternating Between Different Contexts, Presses Universitaires de Rennes, Rennes.
Pastre P, 2001, Professional Teaching. Anthropological Approach to Development in Adults, Presses Universitaires de France, Paris.
Pastre P, Mayen P, Vergnaud P, 2006, Professional Teaching. Revue Française de Pédagogie, 2006(154): 145–198.
Garfinkel H, 1967, Studies in Ethnomethodology, Prentice-Hall, Englewood Cliffs.
Filliettaz L, 2018a, The Role of Users in Training for Service Professions in the Light of Tutorial Interactions. Formation Emploi, 2018(141): 45–66.
Markaki V, Filliettaz L, 2017, Shaping Participation in Vocational Training Interactions: The Case of Schisming, in Doehler SP, et al. (éds.), Interactional Competences in Institutional Settings: from School to the Workplace, Palgrave, Londres, 89–116.
Markaki-Lothe V, Filliettaz L, 2017, How to Make Comments in the Hustle and Bustle of Work?: An Interactional Analysis of the Splits of Participatory Frameworks in the Professional Training of Early Childhood Educators. Travaux Neuchâtelois de Linguistique, 2017(67): 79–102.
Bonoli L, Berger JL, Lamamra N, (éds.), 2018, Challenges of Professional Training in Switzerland. The Swiss “Model” Under the Microscope, Seismo, Zurich.
Zaouani-Denoux S, Mazalon E, (éds.), 2019, Work-Study Training: Diversity of Systems, User Perspectives and Complexity of Approaches, L’Harmattan, Paris.
Kerbrat-Orecchioni C, Plantin C, (éds.), 1995, The Trilogue, Presses Universitaires de Lyon, Lyon.
Haddington P, Keisanen T, Mondada L, et al., (éds.), 2014, Multiactivity in Social Interaction: Beyond Multitasking, John Benjamins Publishing Company, Amsterdam.
Mondada L, 2017b, Multiactivity and Interaction, in Barbier JM, Durand M, (eds.), Encyclopedia of Activity Analysis, Presses Universitaires de France, Paris, 319–356.
Grosjean M, Traverso V, 1998, Participatory Frameworks in Polylogues: Methodological Problems, in Cabasino F (ed.), From Dialogue to Polylogue, CISU, Rome, 51–67.
Filliettaz L, 2005, Discourse, Work and Polyfocusing of Action, in Filliettaz L, Bronckart JP, (eds.), The Analysis of Actions and Discourses in a Work Situation. Concepts, Methods and Applications, Coll. Library of Notebooks of the Institute of Linguistics of Louvain, Louvain-La-Neuve, Peeters, 155–175.
Markaki V, Remery V, 2016, Documenting Tutoring Activity in a Work Situation: For an Approach to Work in Action. Sociologie et Sociétés, 48(1): 143–167.
Samurcay R, Rabardel P, 2004, Models for the Analysis of Activity and Skills, in Samurçay R, Pastré P, (eds.), Research and Practices in Professional Teaching, Octarès, Toulouse,163–180.
Hopwood N, Nerland M, 2019, Epistemic Practices in Professional-Client Partnership Work. Vocations and Learning, 2(12): 319–339.
Nerland M, Jensen K, 2012, Epistemic Practices and Object Relations in Professional Work. Journal of Education and Work, 1(25): 101–120.
Kunegel P, 2011, The Masters of Learning. Analysis of Tutoring Practices in Work Situations, L’Harmattan, Paris.
Mayen P, 2002, The Role of Others in the Development of Experience. Éducation Permanente, 2002(151): 87–107.
Lave J, Wenger E, 1991, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
Billett S, 2001, Learning Through Work: Workplace Affordances and Individual Engagement. Journal of Workplace Learning, 5(13): 209–214.
Tynjala P, 2008, Perspectives into Learning at the Workplace. Educational Research Review, 2008(3): 130–154.
Durand I, Trebert D, Filliettaz L, 2015, Offering and Taking Place: The Accomplishment of Configurations of Participation in Tutorial Interaction, in Filliettaz L, Balslev K, Cartaut S, Vinatier I, (eds.), The Part of Language: Professional Practices in Training, L’Harmattan, Paris, 31–60.
Filliettaz L, Durand I, Trebert D, 2015, Learning Through Interactional Participatory Configurations, in Filliettaz L, Billett S, (éds.), Francophone Perspectives of Learning Through Work: Conceptions, Traditions and Practices, Springer, Dordrecht, 279–301.
Filliettaz L, Remery V, Trebert D, 2014, Tutorial Relationship and Configurations of Participation in Interaction: The Case of Professional Training of Childhood Educators. Revue Activité, 11(1): 22–46.
Simmel G, 1902, The Number of Members as Determining the Sociological Form of the Group. American Journal of Sociology, 1902(8): 158–196.
Egbert M, 1997a, Schisming: The Collaborative Transformation from a Single Conversation to Multiple Conversations. Research on Language & Social Interaction, 1(30): 1–51.
Egbert M, 1997b, Some Interactional Achievements of Other-Initiated Repair in Multiperson Conversation. Journal of Pragmatics, 1997(27): 611–634.
Sacks H, Schegloff E, Jefferson G, 1974, A Simplest Systematics for the Organization of Turn-Taking for Conversation. Language, 1974(50): 696–735.
Goffman E, 1987, Position, in Ways of Speaking, Éditions de Minuit, Paris, 133–166.
Cosnier J, Vaysse J, 1997, Semiotics of Communicative Gestures. Nouveaux Actes Sémiotiques, 1997(52): 7–28.
Schegloff E, 1993, Reflections on Quantification in the Study of Conversation. Research on Language and Social Interaction, 1(26): 99–128.
Filliettaz L, 2018b, Verbal Interactions and Research in Education: Principles, Methods and Analysis Tools, University of Geneva, Carnets des Sciences de l’Education.
De Fornel M, Leon J, 2000, Conversation Analysis, from Ethnomethodology to Interactional Linguistics. Histoire Epistémologie Langage, 1(22): 131–155.
Kress G, Jewitt C, Ogborn J, et al., 2001, Multimodal Teaching and Learning. The Rhetorics of the Science Classroom, Continuum, Londres.
Mondada L, 2017a, The Challenge of Multimodality in Interaction. Revue Française de Linguistique Appliquée, 2(22): 71–87.
Auchlin A, 1981, But Uh, Well, Well, That’s It! Conversation Structuring Markers and Completeness. Cahiers de Linguistique Française, 1981(1): 141–159.
Goffman E, 1991, The Frames of Experience, Éditions de Minuit, Paris.
Heritage J, 2012, Epistemics in Action: Action Formation and Territories of Knowledge. Research on Language and Social Interaction, 2012(45): 1–29.
Riviere V, Blanc N, (éds.), 2019, Observe Multimodality in Educational Situations. Circulation Between Research and Training, ENS Éditions, Lyon.
Smith R, 2018, Learning in Work, Springer, Dordrecht.
Vermersch P, 2010, First, Second and Third Person Points of View in the Three Stages of Research: Design, Execution, Analysis. Expliciter, 2010(85): 19–32.
Trebert D, Durand I, 2019, The Multimodal Analysis of Interactions as a Resource for Training: the Case of Tutoring in the Field of Early Childhood Education, in Blanc N, Rivière V, (eds.), Observing Multimodality in Educational Situations: Circulation Between Research and Training, Éditions ENS, Lyon, 173–198.