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Corpus linguistics generally relies on textual sources to analyse representative instances of language use, be it written or spoken. However, the fundamental role of nonverbal and multimodal resources has come to the fore as they contribute tremendously to meaning-making processes, in both direct and mediated communication. This is all the more relevant in Interpreting Studies, where transcripts of mediated interactions can only reveal a partial picture of the communicative exchange. That is why attempts have been made to include multimodal resources (for instance, extralinguistic information, video and audio recordings) in corpus projects such as the European Parliament Interpreting Corpus (EPIC), which set the basis for further interpreting corpora. This paper focuses on such developments and illustrates three more interpreting corpora, namely the Directionality in Simultaneous Interpreting (DIRSI) Corpus, the European Parliament Translation and Interpreting Corpus (EPTIC), and the Anglintrad Corpus and platform. These linguistic resources take advantage of multimodality to a different extent, offering textual and multimedia materials either separately or aligned to each other. All these examples are evidence of how important it is to maintain flexible formats and structures when developing an interpreting corpus, so that existing resources can be the springboard for further progress in the study of interpreting beyond the textual level.

Keywords: corpus d'interprétation, EPIC, EPTIC, DIRSI-C, Anglintrad, interpreting corpora, EPIC, EPTIC, DIRSI-C, Anglintrad, corpus de interpretación, EPIC, EPTIC, DIRSI-C, Anglintrad

The main objective of this research was to examine the impact of peer response groups on grade 4 French speaking pupils (n = 72) in Quebec and in New-Brunswick. The results indicate that the oral feedback comments on the surface features of the writing are more often taken into account as actual revisions in the final copy as compared to comments that deal with text coherence. We also found that there was a certain form of knowledge transfer in grammar. Finally, for writers from both majority and minority language milieu, being Québec and New Brunswick, it seems that verbal peer feedback has a positive effect on the transfer of knowledge in writing.

Keywords: didactique du français, apprentissage de l'écriture, rétroaction verbale des pairs, milieu minoritaire francophone, contexte canadien., French didactics, learning writing, peer response to writing, French minority milieu in Canadian context, didáctica del francés, aprendizaje de la escritura, retroacción verbal de los pares, ámbito minoritario francófono, contexto canadiense

This paper seeks to verify whether two of the trends most often revealed in the educational science literature can be confirmed once again: 1) a shrinking of young people's interest in mathematics and sciences around the age of 14 to 16; and 2) the distancing of certain paths by some students, which might have led to the pursuit of a scientific career. The methodology deployed, qualitative in nature, led to the description and analysis of the content of nearly 500 reports of knowledge written by pupils in the third secondary enrolled in four different schools. The results obtained nuance these two major findings and rather reveal a strong internalization of school standards in general and the perceived usefulness of mathematics and sciences in particular.

Keywords: mathématiques, sciences, rapport aux savoirs, recherche qualitative, normes scolaires, mathematics, science, relationships to knowledge, qualitative research, school standards, matemáticas, ciencia, relación con el conocimiento, investigación cualitativa, estándares escolares

The scientific literature that aims to identify the determinants of psychological distress at work essentially focuses on psychosocial risk factors that are widespread in various types of jobs, such as task characteristics (Karasek, 1979). These are factors that can be associated with many occupations since their conceptualization is generic (e.g., quantitative workload). However, studies that focus on factors that are specific to the very nature of the jobs studied are still a minority in the literature on psychological distress. In our study, we investigate the stress factors associated with the role of the first-line manager, which is recognized for its so-called “paradoxical” nature (Hales, 2005). We aim to identify the stress factors associated with their role, and then to verify their influence on first-line managers’ psychological distress. Therefore, we opt for a mixed methodology by deploying a sequential exploratory design (Creswell, 2009). This type of design begins with an inductive approach that allows the collection of qualitative data (N=14) conducive to the discovery of specific stress factors. The quantitative study then makes it possible to verify the effect of these stress factors on the level of psychological distress using data provided from a larger sample (N= 243). Our research highlights the specific risk factors associated with the role of first-line managers, namely the accountability / control conflict as well as the role conflict related to the paradoxical position they occupy. Also, the hypothetico-deductive study shows that these specific factors contribute to influencing first-line managers’ psychological distress along with generic risk factors (i.e., quantitative workload). Our results provide a better understanding of how tasks and responsibilities contribute to engender psychological distress in addition to positioning risk factors that are specific to first-line managers as a relevant research avenue to deepen the understanding of the phenomenon of psychological distress at work.

Keywords: Détresse psychologique, Psychological distress, Cadres de premier niveau, Front-line managers, Tensions de rôle, Role tensions, Demandes psychologiques, Job demands, Risques psychosociaux, Psychological risk factors

Introduction: Although it brings several benefits, simulation in emergency care can cause significant psychological stress and thus inhibit the learning process. The addition of an educational video (EV) to the briefing would better prepare students. However, the acceptability of an EV as well as its effects are unknown. Objectives: 1) to document the acceptability of an EV to the briefing in emergency care simulation with nursing students, and 2) to measure the effects of the EV on situational anxiety and teamwork. Methods: A randomized post-test experimental design with a control group was conducted with 125 nursing students recruited using a convenience sample, randomly divided into two groups: a) control (n= 50) without viewing of an EV and b) experimental (n= 75), with viewing of an EV. Questionnaires were administered to assess the acceptability of the EV, situational anxiety, and teamwork. Results: The majority of participants of the experimental group recognize the acceptability of the EV. However, no effect of the EV could be demonstrated on situational anxiety (p = 0.24) and teamwork (p = 0.95). Discussion and conclusion: It seems important that the EV is implemented in a supervised manner, including discussions about its content, in order to increase the benefits for the students. Future studies comparing the presentation of an EV with or without discussion surrounding its presentation, as well as before and after the simulation, would provide a better understanding of its influence on situational anxiety and teamwork.

Keywords: anxiété, capsule pédagogique, acceptabilité, simulation, travail d'équipe, anxiety, educational video, acceptability, simulation, teamwork

This article discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.

Keywords: Classroom management, Gestion de classe, students with emotional and behavioral difficulties, élèves présentant des difficultés comportementales, perceptions, perceptions, practices, pratiques, effectiveness, efficacité

All aspects of work have undergone gradual change, particularly with regard to its nature: manual and/or intellectual. Among the many causes of these changes are technological progress, the development of artificial intelligence, the widespread use of the Internet, and the automation and robotization of activities. These changes have been accompanied by an accelerating decline in manual jobs in certain sectors, particularly manufacturing, while at the same time, in other sectors, there has been a shortage of manpower in jobs with a manual component, and whose performance of tasks involves the mobilization of knowledge and gives rise to practices (know-how) that are often underestimated. These changes have led to organizational transformation decisions being taken, often without sufficient understanding of the knowledge and know-how involved, which is a source of difficulties that it is pertinent to examine through the present article. Firstly, these difficulties are identified and then analyzed in an attempt to understand how, in a so-called knowledge society, workers’ knowledge and know-how can be so ignored. Secondly, we present examples of the knowledge and know-how associated with manual activities, and the problems resulting from processing decisions that did not take them sufficiently into account.

Keywords: Activités de manuelles, Manual activities, manutention, handling, know-how, savoir-faire, transformation, transformation

Keywords: apprentissage du vocabulaire, oral réflexif, communication orale, élèves du 1er cycle du primaire

Keywords: Prévention, Violence sexuelle, Promotion des relations respectueuses, Petite enfance, Communautés autochtones, Évaluation de programme