Public access from Apr 15, 2020
Haute Ecole pédagogique Fribourg

"Être à bonne école" : pour un dialogue bilatéral qui mette en mouvement praticien·nes et chercheur·es

Alvarez,Lionel ; Ansen Zeder Elisabeth ; de Diesbach-Dolder, Stéphanie ; Etienne-Tomasini Delphine ; Forclaz, Bertrand ; Geoffre,Thierry ; Lehmann, Lukas ; Marmy, Véronique ; Noël, Isabelle ; Rodi, Mireille ; Roy, Patrick ; Yerly, Gonzague

In: Educateur, 2020, no. Les Dossiers 17, p. 1-16

La recherche qui demande à dialoguer avec la pratique ? C’est l’invitation que lance une dizaine de chercheurs et de chercheuses en éducation à la HEP | PH de Fribourg à toutes celles et tous ceux qu’intéressent les apports scientifiques à la profession enseignante. Dans le dossier qui suit, ces chercheurs et ces chercheuses, souvent aussi enseignant·e·s, présentent leurs...

Haute Ecole pédagogique Fribourg

Les interactions logopédiste-enfant comme lieu d’apprentissage de capacités langagières : l’exemple des séquences potentiellement acquisitionnelles = Speech therapist-child verbal interactions to learn, language skills : the example of potentially acquisition, sequences

Rodi, Mireille

In: SHS Web of Conferences, 2018, vol. 46, p. 18

Our study is focused on acquiring language through, interaction (Vygotski, 1934; Bruner, 1983, 1987; Dolz, Pasquier,… Bronckart, 1993; Py, 1996; Bange, 1992). She shows that, in, an asymmetric interaction, a so-called novice, can use the, linguistic materials produced by his interlocutor, the expert, by, integrating them into his own system. A learning process can be, realized, dominated by a...

Haute Ecole pédagogique Fribourg

Francographe : un outil d’évaluation des compétences orthographiques d’enfants entre 7 et 12 ans = Francographe : a tool for assessing the spelling skills of children between 7 and 12 years old

Rodi, Mireille ; Geoffre, Thierry ; Epars, Florence

In: SHS Web of Conferences, 2018, vol. 46, p. 17

This article presents the Francographe project, the result of the collaboration of Canadian, French and Swiss researchers. This research aims to study the developmental dynamics of orthographic skills of Francophone students. Data will be collected from 1,000 pupils from grades 1 to 6 in three different countries. After an inventory of psychometric tests to qualitatively and quantitatively assess...

Haute Ecole pédagogique Fribourg

Les interactions du quotidien comme ressources pour l’évaluation des capacités langagières

Rodi, Mireille

In: Glossa, 2017, no. 120, p. 75-98

La démarche exposée, issue d’une méthodologie de type Evidence Base Practice (Durieux, Pasleau Maillart & Durieux, 2014, notamment) s’inscrit, à l’origine, dans une recherche personnelle d’efficience sur le plan des actes cliniques (bilans et thérapies des troubles du langage oral chez l’enfant) dans le contexte administratif suisse (canton de Fribourg)1....

Université de Neuchâtel

Les reprises dans les intentions logopédiste-enfant. Une alternance entre "offres" et "saisies

Rodi, Mireille

In: Revue Tranel (Travaux neuchâtelois de linguistique), 2014, vol. 60, p. 149-160

In this article, we explain how children with specific language impairment (SLI) can benefit from speech therapy by focusing on a specific process, rooted in the discursive-interactive perspective of language acquisition (Vygotsky, 1934/1997; Bruner, 1983, 1987; Bronckart et al., 1993; de Weck & Rosat, 2003). We show how a child with SLI manages to grasp the opportunities for acquisition offered...

Université de Neuchâtel

Interaction logopédiste-enfant : comment se construisent des échanges potentiellement acquisitionnels?

Rodi, Mireille ; Weck, Geneviève de (Dir.) ; Delamotte-Legrand, Régine (Codir.) ; Pekarek Doehler, Simona (Codir.) ; Salazar Orvig, Anne (Codir.) ; Sylvestre, Audette (Codir.)

Thèse de doctorat : Université de Neuchâtel, 2013.

This research concerns the interaction between a speech therapist and a child. Focused on acquiring language through interaction, it aims on the one hand to describe this interaction precisely, and on the other to demonstrate its efficacy at certain key moments. More precisely, it shows how a child with specific language development problems manages to grasp the opportunities for acquisition...

Université de Neuchâtel

Quelques considérations sur l'étayage dans une situation d'évaluation particulière: le jeu symbolique

Rodi, Mireille ; Moser, Cécile

In: Revue Tranel (Travaux neuchâtelois de linguistique), 1998, vol. 29, p. 135-153

During our work for the diploma in speech therapy, we concentrated on the problem of assessing children's language abilities in discursive-interactive perspective (language analysis in interaction). Within this framework, we chose the pretend play situation in order to assess certain linguistic and pragmatic capacities in a child with developmental language disorders (dld) an in a child without,...

Université de Neuchâtel

Choix d’une mesure thérapeutique en fonction des ressources langagières de l’enfant. Approche discursive – interactive

Rodi, Mireille ; Seydoux, Nadine

In: Revue Tranel (Travaux neuchâtelois de linguistique), 2003, vol. 38-39, p. 77-100

Many official departments offering speach and language therapies are overloaded and not able to meet all the needs. This situation is due to a large number of requests made by parents worried about their child’s language development and to the few possibilities of therapy these departments can offer. The «Centre Logopédique et Pédagogique (CLP) de Moudon», also affected by this phenomenon...

Université de Neuchâtel

Le jeu en situation de thérapie logopédique : comment se construisent des échanges potentiellement acquisitionnels

Rodi, Mireille

In: Revue Tranel (Travaux neuchâtelois de linguistique), 2007, vol. 46, p. 33-50

This text presents a study about the role of interaction between a speech therapist and a child during a situation of symbolic play. We would like to show how certain sequences are "teaching-learning sequences" The approaches developed in psycholinguistic of the child and in second language acquisition are the theoretical background of our work. They give us the tools to follow the interactive...