Interactions et apprentissages en classe dans l’enseignement supérieur technologique

Abstract The nature of technology, the objectives of technology education and the characteristics of teaching practices in technology are controversial. Our research involves determining the standard in-class language used in higher technology education and its ability to foster comprehension of the subject matter, which in this case is electric filtration. This research is part of a larger body of work that focuses on technological knowledge and technology developed in-class at the Higher Institutes of Technological Studies in Tunisia. In this article, we present an analysis of effective teaching practices. Our method of empirical study is underpinned by an analytical position derived from ethnomethodological approaches. From a pragmatic language perspective, an analysis of socio-linguistic practices has enabled us to determine that in the teaching of electric filtration, it is more important to implement mathematical procedures than to discuss the meaning of technological concepts.