Les communautés virtuelles ont de plus en plus d’influence dans nos activités quotidiennes. Qu’elles soient sociales, d’affaires, professionnelles, d’apprentissage, ces communautés sont en concurrence pour la conquête de l'Internet, en ciblant une audience de plus en plus large et en proposant une offre de services de plus en plus variée. Par voie de conséquence, le succès ou l'échec de ces communautés dépend largement des services proposés dont la diversité, la qualité et l'adaptation sont les facteurs clés de satisfaction des clients. C’est pourquoi la démarche SOA (Service Oriented Architecture /Architecture Orientée Service) favorise la vision d'environnements ouverts où services, fournisseurs et clients sont indépendants les uns des autres, grâce au découplage et à l'allocation dynamique des services. Malheureusement, les environnements de communautés virtuelles ne prennent pas vraiment en compte les principes SOA et sont considérés fermés d’un point de vue des services offerts car ceux-ci sont limités aux fonctionnalités de la plateforme qui les hébergent. Cette dépendance des services vis-à-vis de la plateforme est considérée comme une limitation qui influence d'une manière négative le succès et la durabilité des communautés virtuelles. Du point de vue des membres d’une communauté, cette limitation entraine le départ de certains d’entre eux, et/ou impose à ses membres de joindre d'autres communautés afin de bénéficier des services offerts par ces dernières qui ne sont pas disponibles dans leur communauté d'origine. Du point de vue de l’environnement, l'introduction de nouveaux services nécessite de modifier la plateforme existante, et peut demander dans certains cas une migration vers une autre plateforme, ce qui peut perturber la communauté en question lorsque celle-ci est opérationnelle avec des membres en ligne. Dans ce contexte, ce travail a pour but de palier les limites de la gestion de services dans les communautés virtuelles afin de satisfaire les besoins de leurs membres, d'assurer une meilleure gestion des services d'un point de vue individuel et d'un point de vue de la communauté, et de garantir une évolution dynamique des services au sein de la communauté. L’objectif principal est donc de " Fournir le bon service, au bon utilisateur, au bon moment et avec la bonne qualité". L’hypothèse fondatrice de ce travail est que les communautés virtuelles peuvent être construites en commençant par un ensemble minimal de services de base, cet ensemble pouvant ensuite être étendu par l'ajout de nouveaux services selon les besoins des membres de la communauté. En adoptant cette approche, nous proposons un cadre de gestion de services qui aborde les difficultés rencontrées par les communautés virtuelles et leurs membres. En conséquence, le focus porte sur la satisfaction de ces membres plutôt que sur le service lui-même ou le fournisseur du service. Ainsi, nous définissons une nouvelle structuration des services au sein d’une communauté qui s’appuie sur une classification en différentes catégories fonctionnelles. Puis, nous étendons l'architecture SOA avec les concepts nécessaires pour modéliser ces catégories et leur associer un ensemble de propriétés non fonctionnelles de Qualité de Service (QdS ou QoS en anglais) utilisées par un système de médiation pour proposer les services adaptés aux besoins des usagers. Une description des unités fonctionnelles de ce système, ainsi que la façon dont elles opèrent, coopèrent et collaborent afin d'accomplir l’objectif défini ci-dessus constitue le cœur de notre contribution. / Virtual Communities are dominating our daily activities from different insights. Social, Business, Professional, Educational and many virtual communities are competing among each other to conquer the internet by targeting more audience through the services they provide. Consequently, the success or failure of virtual communities depends to a great extent on its services. In a world driven by services, diversity, quality and adaptation are key factors to achieve customer satisfaction. Accordingly the Service Oriented Architecture (SOA) approach promotes the vision of open environments where services, providers and consumers are considered independently from one another thanks to decoupling and dynamic allocation of services. But virtual communities environment did not really care about SOA and are considered closed with respect to the services they provide since they are bounded to the capabilities of the platform that host them. This implies the delivery of services inside the virtual communities is dependent on the platform used which is considered a limitation that have negative influence on the success and sustainability of virtual communities. From a member perspective this limitation causes community members to leave the community, and/or imposes them to join other virtual communities to benefit from the services they host and that are not available in their home virtual communities. From an environment perspective, introducing new services into these communities require modifications on the existing platforms or might require a complete shift to another platform in some cases which might affect the target community in case it is operational with active users. In this context, our research work aims to overcome the limitation in managing services of virtual community to satisfy community members’ needs, to provide better service management from a member perspective as well as from a community perspective, and to guarantee dynamic evolution of services inside the community. Our main objective is “To provide the right service to the right user in the right time with the required quality of service”. Our assumption is that virtual communities can be built starting from a minimal set of basic services and then add more services based on the needs of the community members. This drives us to adopt this approach and propose a service management framework that address the challenges faced by virtual communities and their members. Accordingly, we approach the problem from a members’ perspective and choose to work on members’ satisfaction more than we care about the service itself or the provider of the service. Thus, we define a new structure of services within a community that is based on a classification into different functional categories. Then, we extend SOA with the concepts necessary to model these categories and associate a set of non-functional properties of Quality of Service (QoS ) used by a mediation system to offer services best suited to the needs of members. Finally, we provide a description of the functional units of the system and how they operate, cooperate and collaborate to achieve the aforementioned objective. This is the core of our contribution.

Les résultats médiocres obtenus en termes de maîtrise de langue étrangère à l’issue de la scolarité obligatoire peuvent certes s’expliquer par des contraintes d’ordre structurel et institutionnel : trop d’effectifs par classe, des programmes parcellés et entrecoupés, peu de coordination entre le primaire, le secondaire et le supérieur, pas assez d’heures consacrées à l’apprentissage et à la pratique des langues, un manque flagrant d’enseignants qualifiés, une formation des enseignants peu adaptée à la réalité du terrain, des contraintes d’ordre matériel limitant l’accès à la recherche et aux expériences d’immersion à l’international.Or, nous posons que les maigres résultats obtenus s’expliquent surtout et avant tout par le traitement qu’inflige l’institution scolaire à la langue « étrangère » posée et présentée comme discipline ou objet d’étude, où l’apprenant est objet, pas sujet, d’un apprentissage perçu comme circonstanciel et limité dans le temps, non comme une étape clé de sa construction identitaire.Cela pousse les acteurs –élèves, enseignants et administrateurs– à se réfugier dans une approche quantitative qui réconforte et dont les retombées doivent être facilement mesurables en termes de succès et de validation, ce que permet et autorise le recours systématique à la grammaire.C’est sur la base l’interaction que l’on bâtit une maîtrise durable et solide d’une langue. C’est la clé de voûte, le pilier, la base de l’échafaudage. Cette langue ne peut continuer d’être présentée comme « étrangère ». Au contraire, son apprentissage doit être conçu comme l’un des multiples versants d’un processus complexe de construction identitaire et intersubjective. La médiation effectuée par l’institution et l’enseignant doivent alors permettre à l’apprenant, au sujet, à ce passant entre les langues, de trouver sa « voix ». / Students rarely develop proficiency in foreign languages during their preK-12 education. This can certainly be explained by a structural and institutional reality: too many students per class; a fragmented curriculum; lack of coordination between the elementary, the secondary, and higher education; not enough instructional time devoted to learning and practicing the language; lack of qualified and talented language instructors whose training is insufficiently adapted to the on-the-ground practical reality; lack of resources that limit access to research and immersion experiences abroad.Nevertheless, we will state that the institutional discourse and general conception of “foreign” languages explains first and foremost this feeble outcome. Languages are usually presented as a content-based school “subject”. We perceive learners as objects regardless of their subjectivity. Authorities, teachers, and the students themselves tend to perceive language instruction as a circumstantial and time-limited requirement, ignoring that we are indeed confronted with a key stage in the learner’s identity construction.Therefore, the educational system tends to favor a quantitative and systematic grammar-based approach that is easily measurable in terms of “success” and “accreditation”.We fundamentally acquire language skills and develop our level of proficiency in languages through interaction. Language instruction cannot continue to be perceived as simply learning a “foreign” language. On the contrary, we must conceive it as one of the many ways in which the subject evolves in its subjectivity and identity construction process. As educators, our mediation should provide the students with the opportunity to build their self and their identity in that second language.

Syftet med studien var att (a) undersöka grit och inre motivations prediktiva förmåga till att uppnå motionsmål samt att (b) undersöka om inre motivation hade en indirekt effekt på motionsmål genom grit i en medieringsanalys. Studien var en longitudinell studie med två mättillfällen där Grit-s, BREQ-4 och GLTEQ besvarades med fem veckors intervall. 53 motionärer, 23 män och 30 kvinnor i åldrarna 18-81(M=36,97 SD=18.90), deltog. Resultatet visade att både grit och inre motivation predicerade uppnådda motionsmål. Inre motivation predicerade uppnådda motionsmål till högre utsträckning. Vidare visade medieringsanalysen ingen signifikant indirekt effekt. Sammanfattningsvis belyser studiens resultat att aktiva motionärer med inre motivation motionerar mer frekvent och uppnår motionsmål till högre grad än motionärer med grit. Resultatet kan anses användbart för att förstå betydelsen av inre motivation i samband med motion samt hur inre motivation kan vara relaterat till grit. / The purpose of the study was to (a) investigate the predictive ability of grit and intrinsic motivation to achieve exercise goals and (b) examine whether intrinsic motivation had an indirect effect on exercise goals through grit in a mediation analysis. The study was a longitudinal study with two measurement cases where Grit-s, BREQ-4 and GLTEQ were answered two times between a five-week interval. 53 exercisers, 23 men and 30 women aged 18-81 (M = 36.97 SD = 18.90) participated. The result showed that both grit and intrinsic motivation predicted achieved exercise goals. Intrinsic motivation predicted achieved exercise goals to a greater extent. Furthermore, the mediation analysis showed no significant indirect effect. To sum up, the study's results show that active exercisers with intrinsic motivation exercise more frequently and achieve exercise goals to a greater extent than exercisers with grit. The result can be considered useful for understanding the importance of intrinsic motivation related to exercise and how intrinsic motivation can be related to grit.

Trata-se de pesquisa exploratória realizada com um grupo de dezesseis professoras: oito da escola pública e oito da particular que atuam no 1º ano do Ensino Fundamental de nove anos. Exercem a profissão docente no Estado de São Paulo nos munícipios de Osasco, Taboão da Serra e capital. Participaram da pesquisa, respondendo a um questionário com setenta e nove perguntas, organizado em três categorias de análise. O objetivo é investigar as representações dos professores sobre os aspectos que facilitam a escolarização da linguagem escrita nos primeiros anos de vida escolar, especialmente no 1º ano do atual Ensino Fundamental, de modo a discutir em que medida a escolarização favorece ou não o processo de aquisição da modalidade escrita, considerando o letramento e alfabetização como práticas simultâneas. A investigação desvelará as concepções das professoras do 1º ano do Ensino Fundamental, buscando compreender como elas se configuram na prática de sala de aula. Concepções que dizem respeito à criança que aprende, de que modo ela é vista, que espaço ela ocupa aos olhos da professora e, ainda, como as professoras contemplam os momentos de brincadeira em suas salas, o que priorizam na escolha das atividades destinadas ao 1º ano: o letramento, alfabetização ou os dois. Discutir sobre o que tem representado para as professoras as transformações ocorridas após a implementação do Ensino Fundamental de nove anos. Temos como princípio que a linguagem oral estabelecida, desde o início, de maneira afetiva, envolvente, espontânea e mediada pela família é concebida em contexto e necessidade de interação e que, portanto, se estabelece de modo dialógico. Enquanto que a modalidade escrita da língua, quando transformada em práticas pedagógicas, em geral, perde seu significado de objeto social a ser compartilhado de modo dialógico e contínuo. Como referencial teórico norteador recorreu-se a Vygotsky, Bakhtin, 9 Emília Ferreiro, Ana Teberosky, Peter Moss, Ana Luiza Smolka, Semeghini-Siqueira, Magda Soares dentre outros autores. / This paper deals with exploratory research with a group of sixteen teachers: eight from a public and other eight from a private school. They all work in the first grade of Brazilian-nine-grade elementary school system. They work in the state of São Paulo in the cities of Osasco, Taboão da Serra and the capital, São Paulo. They participated in this study by answering a set of seventy-nine questions, organized under three distinct categories of analysis. The objective is to investigate the teachers representations on the aspects that facilitate the schoolarization of the written language during the first years of the school life, especially in the first year of the present Elementary School, in order to discuss how much the schoolarization yields the acquisition of writing, considering the literacy and the alphabetization as simultaneous processes. Such investigation shall unveil the first-grade teachers conceptions, attempting to comprehend how those practices are set inside the classroom. Conceptions about the child who learns, how he or she is seen, which space he or she occupies in the eyes of the teacher and, still, how teachers offer playing moments during their classes, what they prioritize in their choices of activities for the classes in the first grade: literacy, alphabetization, or both. Discussing about what the transformation of the elementary school into a period of nine years has represented for these teachers. We take as a principle that the established oral language, from the start, in an affective, involving, spontaneous and family-nurtured way is conceived in context and in necessity of interaction; therefore, establishes itself dialogically. While the written form of the language, transformed into pedagogical procedures, in general, loses its meaning of social subject to be shared in a dialogical and continuous way. As a theoretical reference, 11 Vygotsky, Bakhtin, Emília Ferreiro, Ana Teberosky, Peter Moss, Ana Luiza Smolka, Semeghini-Siqueira, Magda Soares, among other authors, were referred to.

Corporate governance (CG) is the set of rules and regulations through which organisations account to their stakeholders. An effective CG system promoting the efficient use of organisational resources is instrumental in the economic growth of a country. Based on the existing literature, this research identifies board structural features i.e., 'Board Independence', 'CEO Duality', 'Board Diversity', 'Number of Board Committees' and 'Audit Committee Independence' as key variables of an effective CG system. Previous studies have largely examined the direct relationship between CG systems and firm performance. This research develops a multi-theoretical model that links the Board structural characteristics with firm performance measured in Tobin's Q, Return on Assets and Return on Equity, via two crucial mediating variables, 'Board Size' and the 'Frequency of Board Meetings', and two additional moderating variables, 'Code of Corporate Governance' and 'Ownership Concentration'. The conceptual model that is developed is tested with the help of an econometric study based on a comprehensive set of balanced panel data of 265 companies listed on the Karachi Stock Exchange for a period of six years. The first panel (2009-2011) represents the time-period before the implementation of the revised Code, and the second panel (2013-2015) covers the time-period following the implementation of the revised Code. The results show that the Number of Board Committees (discussing strategic issues) is significantly related to performance and the 'Size of Board' significantly mediates the relationship between the number of board committees and performance. The relationship is also moderated by the Code of Corporate Governance and ownership concentration held by the largest shareholder. The results also show that the links between additional Board structural variables (board independence, CEO duality, board diversity and audit committee independence) and the financial performance are positive but not significant to draw conclusive result. Comparison between pre-and post-implementation of the revised Code of CG suggests that the intervening relationship between the board variables and the performance is stronger after the implementation of the revised Code. This research is a significant milestone in the country context of Pakistan that reflects the socio-economic set of several emerging economies. A key implication of this research is that the corporate sector in Pakistan needs to move away from the tick-box culture of CG. The sector needs to implement CG as a tool to mitigate business risks, appoint and empower non-executive directors to achieve an effective monitoring of management. The companies also need to establish their own ethical and governance principles applicable to the Board of Directors in order to deal with factors that are likely to reduce Directors' efficiency. The research offers new insights and conceptual framework for further research in this area.

This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.

In the past, governments were directly responsible for carrying out projects concerning the construction of public utilities and for delivering public services to people in many areas of social and economic life. However, the budget deficits of governments in countries such as Jordan have required them to seek partners to assist in carrying out these functions. In other words, delivering services to people nowadays often involves contracts being concluded with private sector companies who fund and deliver governmental projects and have the skills and experience to carry out the projects efficiently. When private sector investors decide to enter into contracts with governments, they want to ensure that their investments are protected in case of a dispute with the host government. In this regard, the option to resolve disputes, including the disputes of government contracts, by alternatives to traditional judicial means has increasingly become one of the main incentives for private sector investors considering whether to enter into contracts with governments. This is because Alternative Dispute Resolution (ADR) is more informal, cheaper, faster and easier than the formal procedures which must be adhered to in the court litigation system. Jordan is considered a poor country which has to rely on the private sector to fund its projects but, because ADR is not used in this context, investors may avoid entering into contracts with the Jordanian government, believing that their investments will not be safe. Unlike in Jordan, the use of ADR has been evident in developed countries such as the UK.This thesis argues that Jordan, as a developing country in this area, should look to other countries such as the UK which have more advanced legal systems and legislation, in order to learn from their experience. Therefore, this is a comparative study which will discuss the doctrine of legal transplant and assess whether importing ADR rules and regulations from the UK to Jordan will be an effective way of improving Jordanian laws. Accordingly, this thesis discusses (i) why ADR is not used in government contracts in Jordan and (ii) the role of ADR in settling the disputes of government contracts in the UK. It also (iii) provides solutions and makes recommendations designed to encourage the use of ADR in Jordan, including on whether or not the experience of the UK can be applied in Jordan in this regard.

Cette thèse a pour but de construire le concept de « tendance » dans le champ des Sciences de l’Information et de la Communication. Notion fortement investie par les professionnels de la communication, les tendances sont absentes de notre discipline alors même qu’elles sont au cœur des processus de construction de l’identité et de médiation. Cette thèse construit donc ce concept en rapport avec la notion de dispositif et d’archétype. Elle introduit une perspective historique en étudiant comment cet archétype s’est exprimé depuis le XVIIème siècle jusqu’à nos jours. Enfin, elle étudie l’expression et l’utilisation de ces tendances dans notre société, ainsi que leur relation à la mode, au travers d’un support médiatique, le magazine Elle. / Summary: this work is about building the concept of trends with the help of other concepts found in the Information and Communication Sciences. Today, media and communication professionals all talk about trends, but they are quite silent in our universitary field of expertise, whereas they are helping individuals to define themselves (and each other) and to communicate. We are studying this concept and how it expresses itself in France from the XVIIth century to the XXth especially in the media, like the French magazine Elle, thanks to the concept of “mechanism” (dispositif; created by Michel Foucault) and archetype (created by Jung)

Cette recherche interroge le geste de médiation du passé par le discours publicitaire. Il s’agit de questionner la force médiationnelle du discours publicitaire à travers sa capacité à faire d’une catégorie phénoménologique le levier de croyances culturelles naturalisées. Le travail de sémiotisation du passé repose sur la coordination d’opérations constamment soumises à un ajustement interprétatif, analysé à travers un corpus de publicités télévisuelles sélectionnées au cours de l’année 2012. La médiation du passé est étudiée par effet de porosité avec trois ordres instituants autour desquels s’organisent cette thèse : la mémoire, l’histoire, le patrimoine. Nous montrons en premier lieu que le discours publicitaire opère une actualisation et un figement de la mémoire culturelle à travers la production d’imaginaires du passé.Nous questionnons dans un second temps la qualification de ces imaginaires, et démontrons que le discours publicitaire est le lieu d’un infléchissement symbolique du passé : sa stabilisation le donne à lire comme un savoir historique. La dernière partie sonde l’acte de médiation opéré par la publicité. En interrogeant les liens entre publicité et patrimoine, nous questionnons plus largement la prétention de la publicité à faire culture. Ces trois temps montent ainsi comment le discours publicitaire, en tant qu’espace de renégociation ordinaire du passé, construit une prosodie singulière qui vaudrait pour savoir du passé, mais également comment les prétentions médiationnelles de la publicité servent le renforcement de son propre régime discursif. / This research looks at the mediation of the past through the advertising discourse. It questions the mediational strength of advertising discourse through its ability to transform a phenomenological category into naturalized cultural beliefs. The work of semiotization of the past lays on the coordination of operations constantly submitted to an interpretative adjustment, analyzed through a corpus of television ads selected during the year 2012. The mediation of the past is studied by its effect of porosity with three institutionalized orders, around which this thesis is organized: memory, history and heritage. First, we show that the advertising discourse carries out an actualization and fixation of the cultural memory through the production of imaginaries of the past. Secondly, we question the qualification of those imaginaries, and show that a symbolic shift of the past takes place in advertising discourse: the stabilization of the past leads to understanding it as historical knowledge.Lastly, we explore the gesture of mediation operated by advertising. By questioning the links between advertising and heritage, we investigate more broadly the advertising’s claim to produce culture. Those three sections of our argument illustrate how the advertising discourse, as an ordinary space of renegotiation of the past, builds a singular prosody that would be tantamount to knowledge of the past, but also how the advertising’s mediational claims serve the reinforcement of its own discursive system.

Le travail de thèse présenté porte sur l'observation de la pratique opérationelle del'intercompréhension selon une perspective de recherche inhabituelle. En effet, si sonpotentiel en tant qu'approche plurilingue de l'enseignement des langues étrangères estdésormais largement reconnu, l'apport de l'intercompréhension en tant que stratégie demédiation dans des espaces de diversité linguistique reste fortement sous exploré. Afin derelever le défi lancé par le 7ème projet de recherche MIME – mobilité et inclusion dans uneEurope multilingue, le champ d'application de l'intercompréhension a été élargi et testé dansdes environnements multilingues spontanés, résultant de la mobilité des citoyens européensavec une attention particulière accordée aux rapports d'inclusion des individus mobiles. Enparticulier, le terrain d'essai de cette étude a été la communication des familles issues del'adoption à l'international comme exemple de communautés qui se construisent à partir dudéplacement de leur barycentre géographique, culturel et linguistique. La méthodologieutilisée dans notre recherche a été organisée selon une structure "à pyramide inversée" quipermet d'observer le phénomène en question selon deux perspectives complémentaires : laperspective émique de l'entretien semi-structurée et la perspective étique de l'observationdirecte. D'après nos résultats, dans un cadre de langues voisines et apparentées,l'intercompréhension émerge spontanément à la fois comme solution adaptative pourcontourner les défis imposés par la diversité linguistique et, ce qui est le plus important,comme espace communicatif orienté vers l'inclusion de l'enfant et de sa langue d'origine.Cette recherche montre tout l'intérêt d'élargir l'observation des applications del'intercompréhension dans l'expérience complexe et évolutive de la mobilité et de favoriser samise en oeuvre des locuteurs au moyen d'une formation ciblée aux contextes pluriels. / The study on which the following thesis is based focuses on discussing intercomprehensionfrom an unusual research perspective. Indeed, while its potential as a multilingual approach toforeign language teaching is now widely recognized, the value of intercomprehension as amediation strategy in contexts of linguistic diversity remains largely under-explored. In orderto meet the challenge of the 7th research project MIME - Mobility and inclusion inmultilingual Europe, the scope of intercomprehension has been broadened and tested inspontaneous multilingual environments, that were shaped by the mobility of Europeancitizens, with particular focus on mechanisms of inclusion for mobile individuals. Inparticular, the test case of this study has been the communication of international adoptivefamilies, which are examples of communities that are built on the reorganization ofgeographical, cultural and linguistic references. The methodology used in our research wasorganized according to an "inverted pyramid" structure that makes it possible to observe thephenomenon in question according to two complementary perspectives: the emic perspectiveof the semi-structured interview and the etic perspective of direct observation. According toour results, in a framework of mutually intelligible languages, intercomprehension emergesspontaneously both as an adaptive solution to overcome the challenges imposed by linguisticdiversity and, more importantly, as a communicative space oriented greatly towards theinclusion of the child and his or her original language. This research shows the value ofexpanding research into the applications of intercomprehension in the complex and evolvingexperience of mobility and of promoting its informed implementation among speakersthrough targeted training in plural contexts.