27.1031, Calls: Applied Ling, Discourse Analysis, Lang Acq, Socioling/Germany

Mon Feb 29 16:34:28 UTC 2016

LINGUIST List: Vol-27-1031. Mon Feb 29 2016. ISSN: 1069 - 4875.

Subject: 27.1031, Calls: Applied Ling, Discourse Analysis, Lang Acq, Socioling/Germany

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Date: Mon, 29 Feb 2016 11:32:20
From: Heiko Motschenbacher [motschenbacher at em.uni-frankfurt.de]
Subject: Linguistic Dimensions of Inclusion in Foreign Language Teaching

Full Title: Linguistic Dimensions of Inclusion in Foreign Language Teaching 

Date: 29-Sep-2016 - 29-Sep-2016
Location: Koblenz, Germany 
Contact Person: Heiko Motschenbacher
Meeting Email: motschenbacher at em.uni-frankfurt.de

Linguistic Field(s): Applied Linguistics; Discourse Analysis; Language Acquisition; Sociolinguistics 

Call Deadline: 14-Mar-2016 

Meeting Description:

In the light of the growing heterogeneity of student populations in our
foreign language classrooms, teachers face inclusion-related challenges.
Educational inclusion is based on a conceptualisation of this heterogeneity in
terms of valued diversity rather than as a teaching obstacle. The proposed
symposium aims to contribute to debates on inclusion by discussing how the
insights of applied linguistics can contribute to making the foreign language
classroom more inclusive. 

A central dimension of inclusive education is the role that language plays in
social processes of inclusion, exclusion, normalisation and stigmatisation,
bringing together perspectives from sociolinguistics, applied linguistics and
the social and educational sciences. In regular classrooms, certain (groups
of) learners may face linguistic or communicative barriers at various
language-related levels that can potentially compromise their language
learning success. In the inclusive language classroom, teachers aim at
individualised language teaching that caters for the needs of all students in
class. To reach this goal, critical language-related research needs to study
how exclusion manifests itself, for example, in relation to participation in
classroom interaction, the representation of social actors in textbooks or
other teaching materials, or the non-recognition of specific learners' L1
backgrounds in foreign language teaching. 

Organisers: Heiko Motschenbacher (Goethe-University Frankfurt am Main) and
Antje Wilton (University of Siegen)

Call for Papers: 

Papers in this symposium could, for example, address the following questions: 

- How do linguistic or communicative barriers and exclusion surface in
language education? 
- Which areas of language teaching and learning are affected by those barriers
(e.g. classroom participation and interaction, textbook design, learning
outcomes)?
- How can language teaching be made more inclusive (solution strategies)? 

These questions may be explored in relation to any of the following groups of
learners: 

- Learners with learning difficulties, special needs or disabilities 
- Learners with certain ethnic (and L1) backgrounds 
- Female and male learners 
- Non-heterosexually identified learners 
- Young learners who grow up in non-heteronormative families 
- Learners from lower socioeconomic classes 
- Other potentially disadvantaged learner groups 

Inclusion can be investigated from a range of language-related perspectives,
including applied linguistic work in the traditions of sociolinguistics,
pragmatics, (critical) discourse analysis, conversation analysis, linguistic
ethnography, contrastive linguistics or language typology. 

Potential contributors should send an abstract to the symposium organisers
(motschenbacher at em.uni-frankfurt.de and wilton at anglistik.uni-siegen.de) by 14
March, 2016. Abstracts should be no longer than 500 words, excluding
references. Presentations are 30 minutes long plus 15 minutes for discussion
and can be in English or German. The symposium will take place on 29
September, 2016. Please see the conference website for further information:
http://galkongress2016koblenz.de/

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