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<p class="MsoNormal"><b><i>Le français suit<o:p></o:p></i></b></p>
<p class="MsoNormal"><b><i><span style="font-size:11.0pt"><o:p> </o:p></span></i></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="EN-US">Call for Papers<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="EN-US">Special Issue of the Canadian Journal of Applied Linguistics<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="EN-US">(Fall 2020)<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="EN-US"><o:p> </o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center;text-autospace:none">
<b><span lang="EN-US">The Canadian Language Benchmarks for English and French Language Proficiency: Impact, Application, and Implications</span></b><b><span lang="EN-US"><o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center;text-autospace:none">
<b><span lang="EN-US"><o:p> </o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;background:white">
<b><span lang="EN-US">Guest Editors:</span></b><span lang="EN-US"> Shahrzad Saif, Professor, Université Laval</span><o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;margin-left:1.0in;mso-add-space:auto;text-indent:.5in;background:white">
<span lang="EN-US">Samira ElAtia, Professor, University of Alberta<o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;margin-left:1.0in;mso-add-space:auto;text-indent:.5in;background:white">
<span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">Language teaching in the 21<sup>st</sup> century has been characterized not only by innovation in teaching practices but also by the use of the broader
<i>standards </i>(also labeled as frameworks or benchmarks) as a basis for the development of language curricula and course syllabi, the design of teaching guidelines, the elaboration of teaching materials, and the assessment of language proficiency. Also,
the use of standards<i> </i>offers a “metalanguage” facilitating the discussion of second language teaching and learning processes among the stakeholders. However, for a host of social, cultural, educational, and political reasons, rather than adhering to
a single framework, different parts of the world facing high demand for foreign/second language training have developed different national frameworks of reference.
<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">One such national framework, developed in Canada, is the Canadian Language Benchmarks (CLB)/</span><i><span lang="EN-US">Niveaux de compétence linguistique canadiens</span></i><span lang="EN-US">
(NCLC). Since the creation of the CLB/NCLC in 2000, and following their subsequent updates and validation in 2011, and 2012, a range of teaching tools, materials and online resources have been developed to support the practical application of the benchmarks
by the practitioners for teaching and assessment of English and French in Canada. Nevertheless, the CLB/NCLC remain widely unknown to the majority of practitioners and policy-makers outside the immigration sector, and, despite the growing need, their use is
not prevalent within and across different educational contexts and levels of the Canadian system. There is a need for a deeper understanding of the Canadian national frameworks among applied linguists, educators, and all stakeholders in the field of language
teaching and assessment. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">In this special issue, we will examine the conceptual and practical issues in the use of the CLB/NCLC, and
</span><span lang="EN-US">their significance for teaching and assessment at different levels and in various educational, workplace, professional, and immigration/settlement contexts. We invite data-based (qualitative, quantitative, mixed-methods) research studies,
or theoretical articles (in English or French) with clear implications for practice. The topics include, but are not limited to, the following:<o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:.5in"><span lang="EN-US"><o:p> </o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoListParagraphCxSpFirst" style="margin-left:0in;mso-add-space:auto;mso-list:l1 level1 lfo1;text-autospace:none">
<span lang="EN-US" style="font-family:"Calibri",sans-serif">the adaptability of the CLB and NCLC to Grade 1-12 ESL or FSL education, or to French immersion programs;<o:p></o:p></span></li><li class="MsoListParagraphCxSpMiddle" style="margin-left:0in;mso-add-space:auto;mso-list:l1 level1 lfo1;text-autospace:none">
<span lang="EN-US" style="font-family:"Calibri",sans-serif">the use of CLB/NCLC for language training or assessment in higher education contexts;<o:p></o:p></span></li><li class="MsoListParagraphCxSpLast" style="margin-left:0in;mso-add-space:auto;mso-list:l1 level1 lfo1;text-autospace:none">
<span lang="EN-US" style="font-family:"Calibri",sans-serif">issues and challenges in linking curricula and test results to CLB/NCLC;<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l1 level1 lfo1;text-autospace:none">
<![if !supportLists]><span lang="EN-US" style="font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman"">
</span></span></span><![endif]><span lang="EN-US" style="color:#1A1A1A">government-mandated assessment provisions (e.g., for immigration and certification purposes) based on the Canadian benchmarks;</span><span lang="EN-US"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l1 level1 lfo1;text-autospace:none">
<![if !supportLists]><span lang="EN-US" style="font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman"">
</span></span></span><![endif]><span lang="EN-US">the implications of CLB/NCLC for high-stakes language test development and curriculum design in Canada;</span><span lang="EN-US"><o:p></o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoListParagraphCxSpFirst" style="margin-left:0in;mso-add-space:auto;mso-list:l1 level1 lfo1;text-autospace:none">
<span lang="EN-US" style="font-family:"Calibri",sans-serif">the appropriateness of the benchmarks’ proficiency levels to the learners’ needs in different contexts;<o:p></o:p></span></li><li class="MsoListParagraphCxSpMiddle" style="margin-left:0in;mso-add-space:auto;mso-list:l1 level1 lfo1;text-autospace:none">
<span lang="EN-US" style="font-family:"Calibri",sans-serif">teacher participation in the design and implementation of courses based on benchmark levels;<o:p></o:p></span></li><li class="MsoListParagraphCxSpMiddle" style="margin-left:0in;mso-add-space:auto;mso-list:l1 level1 lfo1;text-autospace:none">
<span lang="EN-US" style="font-family:"Calibri",sans-serif">comparative studies involving the suitability of the benchmarks versus other standards (e.g., CEFR, ACTFL) for the existing citizens and newcomers in bilingual Canada.<o:p></o:p></span></li></ul>
<p class="MsoListParagraphCxSpLast" style="text-autospace:none"><span lang="EN-US" style="font-family:"Calibri",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">In addition to full-length articles, we welcome shorter (2500-3000 words)
</span><span lang="EN-US">classroom accounts (practice-based articles) from practitioners in the field.</span><o:p></o:p></p>
<p class="MsoNormal"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">As a preliminary step, authors are invited to send a 250-word abstract of their proposed contribution to shahrzad.saif@lli.ulaval.ca and to samira.elatia@ualberta.ca no later than
<b>August 1, 2019</b>. This proposal will be assessed for its suitability to the special issue. The authors will be notified of the appropriateness of their proposal by August 31, 2019.
<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">Authors may then submit a full article (including an abstract in English and French) via the CJAL website where it will undergo the usual review process: (1) in-house review and (2) anonymous peer-review if not declined
in-house. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-US">The deadline for full-length and in-the-classroom (practice-based) articles is November 30, 2019.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US"><o:p> </o:p></span></p>
<p class="MsoListParagraph" style="margin-left:0in;mso-add-space:auto;line-height:200%;text-autospace:none">
<b><span lang="EN-US" style="font-family:"Calibri",sans-serif">Proposed timeline <o:p>
</o:p></span></b></p>
<p class="MsoNormal" style="margin-left:2.5in;text-indent:-2.5in;text-autospace:none">
<span lang="EN-US">-Call for papers June 2019<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">-Deadline for abstract submission August 1, 2019<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">-Notice of abstract acceptance August 31, 2019<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">-Full article submission deadline November 30, 2019<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="EN-US">-Publication Fall 2020<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR-CA"><o:p> </o:p></span></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="FR">Appel à contribution d’articles<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="FR">Numéro spécial de la Revue canadienne de linguistique appliquée
<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="FR-CA">(Automne 2020)<o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center;text-autospace:none">
<b><span lang="FR-CA"><o:p> </o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" align="center" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;text-align:center;background:white">
<b><span lang="FR-CA">Niveaux de compétence linguistique canadiens </span></b><b><span lang="FR">pour la compétence langagière en français et en anglais </span></b><b><span lang="FR-CA">: impact, application et implications<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;background:white">
<b><span lang="FR"><o:p> </o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-add-space:auto;background:white">
<b><span lang="FR">Rédactrices invitées :</span></b><span lang="FR"> Shahrzad Saif, Professeure, Université Laval<o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;margin-left:1.5in;mso-add-space:auto;text-indent:.5in;background:white">
<span lang="FR-CA">Samira ElAtia, Professeure, University of Alberta<o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;margin-left:1.5in;mso-add-space:auto;text-indent:.5in;background:white">
<span lang="FR-CA"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background:white"><span lang="FR" style="color:#212121">L’enseignement des langues au XXIe siècle est caractérisé non seulement par des innovations pédagogiques, mais aussi par l’usage des
<i>normes</i> (également appelées cadres ou références) comme fondement pour l’élaboration du curriculum et des directives dans le développement des cours de langues, l’élaboration de matériel pédagogique et l’évaluation des compétences linguistiques. De plus,
l’utilisation de ces normes offre une dimension « métalinguistique » qui facilite ainsi la discussion autour des processus d’enseignement et d’apprentissage de la langue seconde parmi plusieurs parties prenantes. Toutefois, pour diverses raisons sociales,
culturelles, éducatives et politiques, plutôt que d’adhérer à un cadre unique, différentes régions du monde confrontées à une forte demande de formation en langues étrangères/secondes ont mis au point différents cadres de référence nationaux.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="FR"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="FR">Parmi ces cadres nationaux se trouvent les
<i>Canadian <span style="color:#212121">Language Benchmarks</span></i><span style="color:#212121"> (CLB)/Niveaux de compétence linguistique canadiens (NCLC),
</span>conçus a<span style="color:#212121">u Canada. Depuis la création des CLB/NCLC en 2000 et après leur mise à jour et leur validation ultérieures en 2011 et 2012, une gamme d’outils pédagogiques, de matériels de soutien et de ressources en ligne a été développée
pour soutenir l’application pratique de ces critères de référence par les praticiens qui s’en servent pour l’enseignement et l’évaluation de l’anglais et du français au Canada. Néanmoins, les CLB/NCLC restent largement méconnus de la majorité des praticiens
et des décideurs en dehors du secteur de l’immigration et, malgré le besoin croissant, leur utilisation n’est pas répandue à travers différents contextes éducatifs dans le système canadien. Or, on p</span>erçoit
<span style="color:#212121">un grand besoin de mieux comprendre ce cadre national par les linguistes spécialisés, les éducateurs et tous les intervenants dans le domaine de l’enseignement et de l’évaluation des langues.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="FR" style="color:#212121"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span lang="FR" style="color:#212121">Dans ce numéro spécial, nous examinerons les problèmes conceptuels et pratiques liés à l’utilisation des CLB/NCLC et leur importance pour et dans l’enseignement et l’évaluation
à différents niveaux et dans divers contextes éducatifs, professionnels, d’immigration et d’établissement. Nous invitons des études empiriques de recherche basées sur des données (qualitatives, quantitatives, à méthodes mixtes) ou des articles théoriques (en
anglais ou en français) ayant des implications directes pour l’application des normes
</span><span lang="FR">dans les domaines susmentionnés<span style="color:#212121">. Les sujets incluent, sans toutefois s’y limiter, les suivants :</span><o:p></o:p></span></p>
<p class="MsoNormal" style="text-indent:.5in"><span lang="FR"><o:p> </o:p></span></p>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">L’adaptabilité des CLB/NCLC aux programmes d’enseignement ALS ou FLS de la 1re à la 12e année, ou aux programmes d’immersion française ;<o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">L’usage des CLB/NCLC pour la formation langagière ou l’évaluation dans des milieux universitaires et d’enseignement supérieur ;<o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">Problèmes et défis pour lier les curriculums et les résultats des tests aux CLB/NCLC ;<o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">Dispositions en matière d’évaluation prescrites par le gouvernement (p. ex. à des fins d’immigration et de certification) en fonction du cadre de référence canadien ; <o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">L’implication des CLB/NCLC pour le développement des tests de langue à enjeux élevés et le design du curriculum au Canada ;<o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">La pertinence des niveaux de compétence du cadre par rapport aux besoins des apprenants dans différents contextes et milieux ;<o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">La participation des enseignants à la conception et à la mise en œuvre de cours basés sur les CLB/NCLC ;<o:p></o:p></span></pre>
<pre style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo2;background:white"><![if !supportLists]><span lang="FR" style="font-size:12.0pt;font-family:Symbol;color:#212121"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman""> </span></span></span><![endif]><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif">Études comparatives portant sur l’adéquation des CLB/NCLC par rapport à d’autres normes (p. ex. le CECR, l’ACTFL<span style="color:#212121">) pour les citoyens et les nouveaux arrivants dans le contexte bilingue du Canada.<o:p></o:p></span></span></pre>
<p class="MsoListParagraph" style="text-autospace:none"><span lang="FR" style="font-family:"Calibri",sans-serif"><o:p> </o:p></span></p>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">En plus des articles réguliers, nous accueillons les comptes rendus (entre 2500 à 3500 mots) de recherche-action dans la salle de classe (articles de pratiques) et de praticiens du domaine.<o:p></o:p></span></pre>
<p class="MsoNormal"><span lang="FR-CA"><o:p> </o:p></span></p>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">Dans un premier temps, nous invitons les auteurs à envoyer un résumé de 250 mots de leur proposition de contribution à </span><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:black">shahrzad.saif@lli.ulaval.ca </span><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">et à samira.elatia@ualberta.ca au plus tard <b>le 1<sup>er</sup> août 2019</b>. Les propositions seront évaluées selon leur pertinence au thème du numéro spécial et les auteurs seront informés de la décision au plus tard le 31 août 2019. <o:p></o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121"><o:p> </o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">Ensuite, les auteurs de propositions pertinentes seront invités à soumettre des articles entiers (avec résumés en français et en anglais) via le site de la RCLA. Ces articles subiront le </span><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#222222;background:#F8F9FA">processus d’évaluation habituel : (1) évaluation interne ; et après approbation, (2) évaluation anonyme par les pairs.</span><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121"><o:p></o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121"><o:p> </o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">La date limite pour la soumission des articles réguliers et les articles de pratique en salle de classe est le 30 novembre 2019.<o:p></o:p></span></pre>
<p class="MsoNormal"><span lang="FR"><o:p> </o:p></span></p>
<pre style="background:white"><b><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">Calendrier proposé<o:p></o:p></span></b></pre>
<pre style="background:white"><b><u><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121"><o:p><span style="text-decoration:none"> </span></o:p></span></u></b></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">- appel à contribution d’articles juin 2019<o:p></o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">- date limite pour la soumission des résumés 1er août 2019<o:p></o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">- avis d’acceptation des résumés 31 août 2019 <o:p></o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">- date limite de soumission des articles 30 novembre 2019<o:p></o:p></span></pre>
<pre style="background:white"><span lang="FR" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121">- publication automne 2020</span><span lang="EN-US" style="font-size:12.0pt;font-family:"Calibri",sans-serif;color:#212121"><o:p></o:p></span></pre>
<p class="MsoNormal"><span lang="FR-CA" style="font-size:11.0pt"><o:p> </o:p></span></p>
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