Développer l'autonomie dans un dispositif de formation professionnelle initiale: les ressources de l'interaction

In this article we address a key issue in vocational training: the question of how learners develop autonomous ways of working. We discuss more particularly the role scaffolding interactions play in the development of learners' autonomy. We begin by highlighting how autonomy, competencies and tutoring are intertwined, as shown in the literature concerned with the sociology of work and with education. We then propose that the notions of <i>roles, multimodality</i> and <i>trajectory of learning</i>, drawn from interactional sociolinguistics and multimodal discourse analysis can illuminate the study of scaffolding interactions. In particular, they are useful to trace the dynamic evolution in the learning trajectory of one apprentice from a situation of lesser to more autonomy. On the theoretical and methodological plane, the article aims to show that linguistic tools can be usefully called upon and contribute to improving our understanding of the situated practices involved in vocational learning and education.