24.4395, Calls: Applied Linguistics/France

Tue Nov 5 15:30:02 UTC 2013

LINGUIST List: Vol-24-4395. Tue Nov 05 2013. ISSN: 1069 - 4875.

Subject: 24.4395, Calls: Applied Linguistics/France

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Date: Tue, 05 Nov 2013 10:29:30
From: Thomas Szende [thomas.szende at yahoo.fr]
Subject: Policy and Ideology in Language Teaching and Learning: Actors and Discourses

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Full Title: Policy and Ideology in Language Teaching and Learning: Actors and Discourses 

Date: 11-Jun-2014 - 14-Jun-2014
Location: Paris, France 
Contact Person: Thomas Szende
Meeting Email: colloqueplidam2014 at gmail.com

Linguistic Field(s): Applied Linguistics 

Call Deadline: 15-Dec-2013 

Meeting Description:

International Colloquium 11-14 June 2014
Institut National des Langues et Civilisations Orientales, Paris

Policy and Ideology in Language Teaching and Learning: Actors and Discourses

The research unit EA 4514 PLIDAM (Multiple Language and Identity: Teaching, Acquisition, Mediations) are developing research around the teaching and learning of multilingualism and multiculturalism based on the 93 languages taught at the National Institute of Oriental Languages and Civilizations (INALCO) in Paris. PLIDAM establishes links between national, regional, minority and endangered languages, which are evolving in a globalized world, where the speakers have or do not have international mobility. As a result of French, European and international action, this colloquium marks the five-year plan 2014 – 2018 of the PLIDAM research unit.

This colloquium is being held in partnership with the EA 2288 DILTEC (Language teaching, texts and cultures), l'EA 4661 ELLIAD-D (Publishing, Languages, Literature, Computer Science, Arts, Speech, Teaching and Learning), the Centre for Language Pedagogy (School of Oriental and African studies in London) and the Research Centre for Languages and Cultures (University of South Australia, Adelaide). 

In this colloquium, that also benefits from the collaboration of the SIHFLES (International Society for the History of French as a Foreign or Second Language) and of the DoRiF-Università, we will question the balance of power between languages in a period of geopolitical change, in its contemporary or historical context and its impact on language teaching and learning.

The languages of the colloquium are French and English. 

The registration fee is 100€ for teachers and researchers and 40€ for students with a valid university enrollment. Lunches and coffee breaks are included.

Call for Papers:

Any ideology is built on values, ideas, opinions and representations that evoke judgements and determine behaviours and practices. A product and reflection of social resistance, it contributes to maintaining relations of domination or, conversely, attempts to modify them. In that sense, the learning of languages and the way they are acquired are conditioned by studies and teaching materials that are organised into a hierarchy which condemn, obscure or justify.

The field of language teaching and training is determined by stakeholders (teachers, learners, researchers in language teaching and training, decision-makers, institutions, course book writers, publishers, media, etc.) who establish the continuity or discontinuity between different language and cultural centres, ranging from face to face learning in the classroom to digital learning in a virtual environment.

The papers will be organised around the four following areas: 

1. From Major to Minority Languages: Studies and Institutions 

Building on a multilingual analysis of studies about languages, the papers addressing this area will discuss the diversity between languages and the balance of power between them. These relationships determine the language policy of countries, or of local, regional, or supranational authorities and the world visions that justify these policies. This area will examine historical and current perspectives associated with the effects of teaching and learning, such as categorizations for classifying languages (valuing south-south relations, hierarchies in which ''western'' and geopolitically close languages go together, etc.), international systems of language assessment, English as the language of scientific communication, as well as language teaching methodology.

2. Stakeholders and Teaching Approaches in Situations of Changing Geopolitics

>From multilingual educational actions, that are currently going on or that have been considered during the course of history, the papers in this area will examine how the changing geopolitics, based on political, economic and religious developments translate into the setting up of educational priorities. As the studies of the different stakeholders influence or exclude each other, we will examine the educational principals used for the teaching of languages, and the interplay of presentations – in agreement or not – justifying or rejecting linguistic diversity.

3. Aims, Programmes, Course Methods, Assessment as a Result of Globalization 

>From an ideological, economical or other perspective, the concrete effects of globalised education will be addressed in this area: taking into account different methodological approaches and ways of learning languages; the diverse learning journeys of teachers and language learners, recognised or unrecognised; aims, methodologies and training systems which change the positioning of languages today.

4. Traditional Practices to Virtual Learning: Revolution or Evolution?

This area will address the educational ideologies that underpin the development of virtual learning: collaborative virtual workspaces, classes in virtual worlds, chat rooms, exolingual communications, forums, social networks, electronic dictionaries, online translation, etc. How do teachers and students use these channels? How do they change their current status? Is it a question of a renovation of traditional activities or a pedagogical revolution?

To Submit a Proposal:

Proposals will specify key words, the nature of the corpus and the methodology. Summaries will contain 2500 characters including bibliographic references, accompagnied by the completed questionnaire and must be sent before 15 December 2013 to the following address: colloqueplidam2014 at gmail.com. Proposals will undergo a double anonymous review process. Papers will be published after a second review process.

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