This book seeks to describe the language dynamics of Gypsy children in family and at school in order to better understand the issues related to their academic success. This work is anchored in the humanities and social sciences, in particular in language sciences to propose an articulated answer to this particular issue.

Through an empirical survey based on interviews, archives and observation, his book presents the portrait of the academics who reform the standards of the scientific profession, within a new body of scientific evaluation, the AERES.

Using Chicago as a case study, this book provides a new historical analysis of Progressive-Era reforms to professionalize teaching and, to a lesser extent, the principalship.

If multimodal components of communication are studied for a long time in different scientific fields and provide now relevant frameworks for the analysis of social signification, of the organisation of interaction and share of cognition, this book offers to consider them in their relation to professional training in educational contexts.