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Since 2016, the tour de CLARIN initiative has been periodically highlighting prominent user involvement activities in the CLARIN network in order to increase the visibility of its members, reveal the richness of the CLARIN landscape, and display the full range of activities that show what CLARIN has to offer to researchers, teachers, students, professionals and the general public interested in using and processing language data in various forms. In 2019, we expanded the initiative to also feature the work of CLARIN Knowledge Centres, which offer knowledge and expertise in specific areas provide to researchers, educators and developers alike. Initially conceived as a series of blog posts published on the CLARIN website, Tour de CLARIN soon proved to be one of our flagship outreach initiatives, which has been released in the form of two printed volumes. this third volume of tour de CLARIN is organized into two parts. In Part 1, we present the six countries which have been featured since January 2020: Norway, the United Kingdom, Germany, France, South Africa, and Iceland. Each national consortium is presented with five chapters: an introduction to the consortium, their members and their work; a description of one of their key resources; the presentation of an outstanding tool; an account of a successful event for the researchers and students in their network; and an interview with a renowned researcher from the Digital Humanities or Social Sciences who has successfully used the consortium’s infrastructure in their work. In Part 2, we present the work of the six Knowledge Centres that have been visited since the publication of the second volume in November 2019: the Impact-CKC K-Centre, the Knowledge Centre for Polish Language technology, the Phonogrammarchiv Knowledge Centre, the Knowledge Centre for Atypical Communication Expertise, the LUND University Humanities Lab Knowledge Centre, and the Spanish Knowledge Centre. Each Knowledge Centre is presented with two chapters: a presentation of what the K-Centre offers to researchers, and an interview with a renowned researcher who has collaborated with the K-Centre.

International audience; Notre communication a pour objectif de documenter les compétences sémio-techno-pédagogiques (Guichon, 2011), interactionnelles et réflexives d'apprenti.e.s enseignant.e.s en situation de tutorer à distance des apprenant.e.s de français langue étrangère. Nous nous appuyons sur un dispositif pédagogique - VADIM (Visioconférences pour l'Apprentissage de la langue - Démarche Interculturelle et Multimodale) - qui a permis de recueillir un corpus de données écologiques et de recherche : enregistrements des visioconférences de 31 binômes sur une période de deux mois, réponses aux questionnaires pré et post tutorat, clavardages, synthèses réflexives et journaux de bord. Pour analyser les compétences émotionnelles (Mikolajczak, 2014) développées par les tuteur.rice.s, nous avons choisi, dans une première étude exploratoire, de nous focaliser sur le sourire. Qu'il soit de nature spontanée ou bien produit volontairement (Frank & Ekman, 1993), on lui reconnaît une fonction d'outil social au service de l'interaction (Crivelli & Fridlund, 2018) et la variété des contextes dans lesquels il intervient témoigne de sa polyvalence. Régulièrement mobilisé par les tuteur.rice.s lors des séances, le sourire est aussi fréquemment mentionné par ces dernier.ère.s dans leurs journaux de bord comme un indicateur de l'état affectif de leurs tutoré.e.s. A partir des données transcrites et annotées suivant l'approche de Norris (Norris, 2019), nous présenterons deux études de cas nous permettant d'identifier différentes combinaisons mimicogestuelles accompagnant le sourire ainsi que les actes pédagogiques dans lesquels il est impliqué. Nos analyses nous montrent que, dans ce contexte de défi communicationnel caractérisé par les aléas techniques, l'insécurité linguistique des apprenant.e.s ou professionnelle des tuteur.rice.s et la relation duelle, le sourire semble concourir au confort de l'échange, en instaurant par exemple de la connivence lors de la manipulation de l'environnement technologique (déclenchement du chat, partage d'écran et de documents). D'autres phénomènes moins conscients sont aussi observables telle que l'échoisation des gestes et mimiques, contribuant eux aussi à la performance interactionnelle.

International audience; Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions.We focus on a particular social phenomenon that is strongly linked to emotions - facework (Goffman, 1967). Applied to CALL, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony.