Abstract
This doctoral research aims to study reformulations within the framework of writing workshop in the first grade. The corpus of this research, composed of eleven sessions recorded in four different classes in terms of school effectiveness and equity in writing, comes from Lire et Écrire au CP the national project for first-grade Teaching to Read-and-Write policy (IFÉ French Institute of Education). We particularly try to show that studying reformulation allows the analysis of joint activity that reveals literacy practices and recognizes language expertise. We see reformulation as a linguistic process that takes into account multimodality, the praxeological and metalinguistic dimensions knowing that the repetition of phonemes, syllables or letters is considered as a reformulation when it has a didactic purpose. The main issue of this dissertation is to show that reformulation is a language professional action and an action-oriented language resource towards didactic purposes. Thus, we advocate for reformulation under study during initial and continuous teacher training. The identification of different ways to reformulate as well as examples of reformulations that reveal teacher expertise makes it possible to envisage actions during teacher training.