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Iannaccone, Antonio
Nom
Iannaccone, Antonio
Affiliation principale
Email
antonio.iannaccone@unine.ch
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Résultat de la recherche
Voici les éléments 1 - 10 sur 166
- PublicationAccès libreBoundary-Crossing Movements: A Resource for Student Learning(2022)
; ; This paper focuses on the learning processes of students involved in a pedagogical design bridging in-class and out-of-class activities. As academic teachers–researchers, we designed a semester-long course in which academic and out-of-university activities interact and overlap. The data were collected at the end of the course from student reports (diaries) and audio-recorded semi-structured interviews inspired by the elicitation interview technique. This technique involves a fine-grained description of the lived experience. We present selected excerpts in which students described their boundary-crossing movements between academic and out-of-university activities. Data were evaluated using a purpose-built analysis approach comprising two macro-categories and three sub-categories of students’ boundary-crossing movements. The results showed that specific learning processes emerged and developed through these movements. Implications for teaching and learning are highlighted. - PublicationAccès libre
- PublicationAccès libre
- PublicationAccès libreThe significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation(2020)
; ; ; Adversative connectives have been analyzed as articulating explicit and implicit facets of argumentative moves and have been thus recognized as potential argumentative indicators. Here we examine adversative connectives Ger. aber, Fr. mais, It. ma (‘but’) in young children’s speech in the context of the ArgImp project, a research endeavor seeking to understand in which situations children aged between two and six years engage in argumentation and how their contributions are structured. Two multilingual corpora have been collected for the project: (1) everyday family conversations, (2) semi-structured play activities and problem solving in a kindergarten setting. Through the detailed analysis of a small collection of examples, we consider the indicative potential of adversative connectives for identifying argumentative episodes in interactions involving young children and for the reconstruction of the inferential configurations of children’s contributions to these argumentative discussions. The results show that fully fledged argumentative interpretations of adversatives occur as a possibility in children’s speech, and that adversative connectives can be used profitably to identify less apparent argumentative confrontations and implicit standpoints in children’s speech. - PublicationAccès libre
- PublicationAccès libreLe focus group comme innovation pour le soutien du stage en emploi(2020)
; ; ; Gremion, François - PublicationAccès libreSociomateriality as a partner in the polyphony of students positioning(2019-10-14)
; - PublicationAccès libre