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Article Dans Une Revue Classroom Discourse Année : 2020

The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers

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Education
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hal-03891336 , version 1 (09-12-2022)

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Luciana Moro, Eduardo Mortimer, Andrée Tiberghien. The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers. Classroom Discourse, 2020, 11 (3), pp.229-251. ⟨10.1080/19463014.2019.1570528⟩. ⟨hal-03891336⟩
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