This chapter concerns the learning of “pragmatic communication”, activities “organized on the basis of a planning of mental events at school. The definition that we retain, based on research in psychology, language sciences and education sciences, considers the set of verbal and non-verbal behaviors involved in human communication as a polyphony organized by semantic (social semantics as much as linguistic semantics and pragmatic (Beaudichon, 1982) operations. clarifies this view of school-based learning as follows: “It is undoubtedly important to update the interactive nature of verbal exchanges and to show that
The transmission of information is interactionally manage.?
We need a more elaborate theory of communication to show, on the one hand, what, in the linguistic and cultural background of the participants, as well as in their ideology with regard to learning, plays a decisive role in their ability to carry out specific activities in the classroom and, on the other hand, the fact that differences in origin can end up in learning contexts apparently similar to differences in level of acquisition… but focusing on the organizational foundations of verbal communication is not enough. We need a more elaborate theory of communication to show, on the one hand, what, in the linguistic and cultural background of the participants, as well as in their ideology with regard to learning, plays a decisive role in their ability to carry out specific activities in the classroom and, on the other hand, the fact that differences in origin can end up in learning contexts apparently similar to differences in level of acquisition…
but focusing on the organizational foundations of verbal communication is not enough.
We need a more elaborate theory of communication to show, on the one hand, what, in the linguistic and cultural background of the participants, as well as in their ideology with regard to learning, plays a decisive role in their ability to carry out specific activities in the classroom and, on the other hand, the fact that differences in origin can end up in learning contexts apparently similar to differences in level of acquisition…
