Approche multimodale de l’enfant apprenti-énonciateur

Abstract Language arises from interactions via different types of semiotic resources that have been sedimented and have specialized throughout collective and daily experiences. Interactions with adults provide children with the semiotic resources necessary to construct language and their own positioning. They learn to understand and link language to actions and activities during their daily experiences through the development of repeated multimodal scripts. In this paper, we use a multimodal approach to analyze the transmission of language and its appropriation by children in an ecological context. The objective is twofold. On the one hand, we try to show the primordial role of adults who integrate all children’s relevant behaviors in the dialogue by co-constructing meaning. On the other hand, we illustrate how children progressively learn to coordinate the semiotic resources at their disposal, varying the use of these resources according to their specificities, their availability and their own interactional needs.