Spelling Skills Speech: What Happens in the Classroom?

This contribution focuses on how knowledge is mobilized in discourse in collective language interactions within the class, and especially the more or less implicit nature of the grammatical knowledge mobilised. This interest in collective interactions stems from the language and language forms that build this collective into discourse. The constructions of this collective are more or less linguistically explicit and certainly contribute to the opacity or visibility of the cognitive stakes of these interactions. We rely on a corpus of 12 to 15 sessions of 5 classes which deals with corrections of spelling and dictation exercises. In this first exploratory analysis, we will seek to highlight the common features of how knowledge is used discursively. In particular, it will be a question of the use of terms of grammatical metalanguage, but also of how the justification is or is not a moment of stabilization of knowledge. In fact, we are trying to see whether the knowledge is explicit, or on the contrary whether the knowledge concerned gives rise to exchanges crossed by unequally shared discursive implicits which are likely to obscure the purposes of the device, "reducing" in a way the cognitive activity of grammatical reasoning to the simple execution of the task of correcting erroneous forms.