Filliettaz2026
| Filliettaz2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Filliettaz2026 |
| Author(s) | Laurent Filliettaz, Cecilia Mornata |
| Title | Learning to Do Listening in Mentoring Interactions: Observing the Potentialities of Video-Based Interaction Analysis in Special Needs Education |
| Editor(s) | Laurent Filliettaz, Evelyne Berger, Anne-Sylvie Horlacher, Anna Claudia Ticca |
| Tag(s) | EMCA, interactional competence, territories of knowledge, multimodality, active listening, continuing education, special needs education, mentoring |
| Publisher | Springer |
| Year | 2026 |
| Language | English |
| City | Singapore |
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| Pages | 451-472 |
| URL | Link |
| DOI | 10.1007/978-981-92-0026-9_19 |
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| Howpublished | |
| Book title | Developing Interactional Competences at and for Work: Analyzing Talk-in-Interaction in different Professional and Training Contexts |
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Abstract
This chapter explores the use of data sessions to improve interactional competence in special needs education. It details a training programme for mentors who support educators working with autistic individuals, and focuses on how the analysis of recorded mentoring sessions can help participants to understand and refine their active listening techniques. The methodology is based on collective video-based interaction analysis, which highlights the shared construction of knowledge about interactional practices. Specific examples of analysis, focusing on “little words” like mhm and OK, illustrate how participants identify, categorise, and refine their understanding of these interactional cues known as “back-channel signals” or “continuers” in the literature. The study concludes that training based on the collective interaction analysis method fosters professional development through reflective practice and shared knowledge building.
Notes
