27.3723, Calls: Applied Ling, Lang Acquisition, Psycholing, Socioling/France

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LINGUIST List: Vol-27-3723. Tue Sep 20 2016. ISSN: 1069 - 4875.

Subject: 27.3723, Calls: Applied Ling, Lang Acquisition, Psycholing, Socioling/France

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Date: Tue, 20 Sep 2016 14:48:09
From: Celine Horgues [celine.horgues at univ-paris3.fr]
Subject: Tandem Language and Intercultural Learning in Higher Education Settings

Full Title: Tandem Language and Intercultural Learning in Higher Education Settings 
Short Title: ALCTES 

Date: 23-Mar-2017 - 24-Mar-2017
Location: PARIS, France 
Contact Person: Claire Tardieu
Meeting Email: claire.tardieu at univ-paris3.fr
Web Site: http://www.univ-paris3.fr/l-apprentissage-des-langues-et-cultures-en-tandem-dans-l-enseignement-superieur-alctes--388713.kjsp 

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

Call Deadline: 08-Oct-2016 

Meeting Description:

The ALCTES* International Conference will address the issue of how Tandem
language and culture learning can be integrated in higher education
environments and how the founding principles of autonomy and reciprocity are
adapted according to various learning contexts and objectives.

The origins of tandem language and intercultural learning can be traced back
to collaborative practices introduced by the Franco-German Youth Office
(L’Office Franco-Allemand de la Jeunesse – OFAJ) after the Second World War,
which aimed at fostering cooperation between young French and German people
through linguistic and cultural exchanges. The work of Brammerts (Bochum
University, 1993, 2003, 2006) and Calvert (University of Sheffield, 2001) led
to further development of this approach throughout Europe. Their Lingua D
project, initiated in the late 1990’s, set out to extend the tandem approach
from universities to secondary schools in France (Reymond, Tardieu, 1998),
Germany, the UK and Spain.

Research conducted by Brigitte Helmling (2002, 2003) also contributed to
consolidating this practice and establishing it in universities and specialist
higher education institutions in support of student mobility across different
European countries (more specifically, Germany,Spain, the UK, Romania and

Tandem learning is based on two main principles: autonomy, whereby learners
are responsible for defining their own objectives and how and when they will
exchange following Holec’s definition, 1981) and reciprocity, which demands a
commitment from learners to use both languages equally whether it be in
face-to-face or distance learning settings or for written or oral exchanges.
The tandem approach also implies that the two partners will seek to learn or
improve their mastery of each other’s culture and language.

However, it is clear that these original principles are not always adhered to
when contextual factors and constraints are taken into account (the
composition and profile of student cohorts, availability of native speakers,
etc.). It is relevant to consider the integration of tandem learning in terms
of a continuum ranging from total respect for the founding principles to
somewhat wider interpretations.

*(Apprentissage des Langues et Cultures en Tandem dans l'Enseignement

Call for Papers:

We welcome submissions for oral presentations at ALCTES. Submissions could
seek to address research questions like the following:

What are the organisational and pedagogical implications of setting up a
tandem language learning programme? 
What is the current state of research in this domain? Has the rise in new
technologies encouraged the growth of distance tandem learning (teletandem and
etandem) over face-to-face tandem methods? 
In short, how is this practice being institutionalised in higher education
settings and how is it integrated into the language teaching/learning
programmes aimed at both our own university students and also internationally
mobile students?

Proposals can explore theoretical aspects (drawing from research in the
domains of language acquisition, didactics, psycholinguistics, anthropology
and sociology, cognitive and neurosciences), pedagogy (field reports,
innovative practices) and/or language education policies (intercultural
policies, international student mobility, etc.).

Papers can be more specifically focused on one of the four thematic axes
proposed for this conference (or one of the four relevant themes):

- Assessment 
- Pedagogical Resources
- Training
- Learning environment

Submission Guidelines:

Please submit your proposal no later than 8 October 2016 at

Submission Format:

- 500 words (excluding references)
- Use an 11-point serif font (e.g. Times New Roman)
- The abstract should preferably be written in both French and English (if
not, in English only)
- 5 key words in French and in English
- Send two versions of your proposal: an anonymous version and a version
including the name(s), institutional affiliation(s) and contact information of
the author(s).

Format of Oral Presentations:

- Duration: 20 minutes presentation time, plus 10 minutes for discussion
- Language of presentation: English or French

Conference Timeline:

- Submission deadline: 8 September 2016
- Notification of acceptance: 1st December 2016
- Conference: 23-24 March 2017


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