Dénommer, désigner en classe : aspects du métalangage et interactions

This study examines recurrent discursive practices in primary school classrooms, specifically focusing on the processes of naming (dénommer) and designating (désigner) within geometry and grammar lessons. By analyzing transcriptions of end-of-school oral presentations collected in the same class, the research identifies two primary discursive behaviors that revolve around the production and understanding of definitions and their circulation in language. The methodology centers on the concept of autonymy in interactions among students and between students and teachers. Results reveal the thematic power of autonymy in student exchanges, its contrasting usage across the two different disciplines, and its potential to highlight cognitive conflicts. This analysis sheds light on the intricate relationship between language and learning in the classroom context, illustrating the significance of metalinguistic discussions in educational settings.