Fle Classroom Interactions In Morocco: Towards An Awareness Of Multimodality For The Optimization Of Professorial Act

Interactions occupy a fundamental place in the field of education and training. The learners and the teacher are incessantly in interaction and the latter is always the first responsible for the production and management of the interactions, which goes the same with the success or the failure of the activities. Indeed, recourse to the principles of teaching action through the study of interactions proves sine qua non, although these are difficult to access because the teacher juggles with speech, gestures, facial expressions, postures, typographic elements, etc. Our study is interested in this multimodal character where the verbal and non-verbal aspects overlap. The interest that governs the choices of this subject stems from the accumulated experiences and observations that we have made as teachers in the secondary cycle as well as the mutual relations with the pupils and the teachers, the majority of whom experience difficulties caused by the lack of interactions. In this perspective, our contribution will consist in presenting and discussing the results of a case study based on the empirical-qualitative method conducted with a French teacher who practices in a public high school in the province of Taounate. Our task aims to contribute to the knowledge of the teacher's action through the observation of interactions and the analysis of the verbalizations of the teacher surveyed. To this end, it is a question of showing the multimodal aspect of the said interactions and the imbalance between the verbal and the non-verbal in order to clarify the importance of the awareness of their multimodality for the optimization of action professorial.