Didactic Interactions: Epistemological Framing

Abstract

In an educational context, communication can be thought of as “didactic interactions”. This type of interaction is undertaken and constructed jointly. They are complex systems on the modal and semiotic levels. They are observed in situ using tools and techniques to detect, transcribe, and analyze them to understand the communicative and didactic issues and interpret them. This article presents an overview of sociolinguistic currents that study didactic interactions in linguistic, sociolinguistic, and pragmatic dimensions. These currents could serve as models of analysis in the field of sociodidactics.