Analyse sociodidactique des interactions verbales en classe d’anglais

Abstract

This study is considered a part of the field of socio-didactics that aims to analyze verbal interactions in a multilingual class in the third year of primary school. After recording the interactive speeches of the English teachers with their learners, we used a questionnaire as a complementary research tool. One of the main results of this study that we reached is that there is a relationship between sociolinguistic representations and the choice of language in the classroom. Additionally, the teaching strategies can differ from one teacher to another. The most dominant strategies observed were code-switching and interactive strategies. The analysis of our corpus also proved that the Algerian dialect is the dominant language used by teachers to interact verbally, accompanied by the English language. The same applies to the Arabic school, It is practiced by learners in their plurilingual language space.