000			01687cam a2200205 4500500
005			20260322005043.0
041			_afre
042			_adc
100	1	0	_aNguyen, Agathe _eauthor
700	1	0	_aBedoin, Diane _eauthor
700	1	0	_aBeaupoil-Hourdel, Pauline _eauthor
700	1	0	_ade Pontonx, Sophie _eauthor
700	1	0	_aMorgenstern, Aliyah _eauthor
245	0	0	_aReconfiguration of learning processes during family dinners: The status and function of “secondarization”
260			_c2025.
500			_a9
520			_aFamily dinners are an ideal setting for studying interactive practices. Children often talk about their day at school, either spontaneously or when prompted by their parents (Morgenstern et al. 2021). In school settings, pupils are expected to continually reconfigure and decontextualize the knowledge they acquire. These processes also take place during family dinner interactions, enabling children to make sense of what they have learned in the family context. This study thus examines how this “secondarization process” (Bautier 2005), often implicitly expected at school, is also at work in family contexts during dinner conversations. Six filmed dinners—three in French and three in French Sign Language (LSF)—were analyzed to examine how learning processes are abstracted through interaction. Different degrees of “secondarization” were identified, according to the children’s age and the quality of their interactions with their parents.
786	0		_nLangage et société | 186 | 3 | 2025-12-22 | p. 117-150 | 0181-4095
856	4	1	_uhttps://shs.cairn.info/journal-langage-et-societe-2025-3-page-117?lang=en&redirect-ssocas=7080
999			_c1745296 _d1745296