Abstract
This article reflects on multimodality in a didactic context. Through its transdisciplinarity, the term "multimodality" has acquired a plasticity and diffusion that we feel it is necessary to return to in order to clarify the meaning we will give it. Our contribution continues with a study of extracts from didactic corpuses filmed in schools in France, analysed through the prism of multimodality. This work, which is part of a dual theoretical tradition (gesture studies, anthropology of communication), will finally examine the effect of ICT integration on multimodal teaching action, and in particular on its proxemic behaviour. We will see that the use of the video projector, despite its pedagogical value, tends to restrict the teacher's proxemics behaviour, and thus the construction of an interpersonal relationship with his students. The conclusion will put into perspective our results and the shortcomings of teacher training in the field of multimodality.