IC-You subprojects - An overview

The project consists of five sub-projects:

  • SCHOOL explores the interactional mechanisms that operate an institutionally bound selection of "legitimate" interactional competences within everyday practices in the classroom. For additional information, click here
  • SPEECH THERAPY  investigates the treatment that speech therapy confers to the interactional competence of language-impaired adolescents.  For additional information, click here.
  • VOCATIONAL TRAINING investigates teaching/learning-interactions within the professional school as well as on-site practical experience, focusing on the training of early childhood educators.  For additional information, click here.
  • JOB INTERVIEWS investigates the interrelatedness of interactional competence and social representations of the institutional practice of employee selection.  For additional information, click here.
  • FIRST JOB  investigates how the interactional competences of young nurses are made relevant and assessed within the first six months of their employment in a hospital. For additional information, click here.
The following rationale underpins the choice of these settings:
  1. They represent key moments in adolescents’ and young adults’ socio-professional trajectories, functioning as thresholds into their future professional and educational life.
  2. They are sites of both practice and learning: Interactional competences in these settings are both an instrument for participating in locally relevant interactions and an object of learning (though such learning is not necessarily part of official agendas).
  3. They range from institutional settings that are officially designed to focus on issues of communicative competence to those settings that are not designed to do so, but where communicative competences are instrumental for accomplishing the tasks at hand, and for participating in the community.
While each subproject will identify relevancies in terms of interactional competence that are specific to the situations being studied, the subprojects taken together are expected to identify trans-situational relevancies, i.e. dimensions of interactional competence that are relevant across the different settings. In this sense, the range of different settings being investigated allows us to zoom in onto both situation-specific and trans-situational features.