28.1161, Calls: Socioling/Colombia

Tue Mar 7 19:04:23 UTC 2017

LINGUIST List: Vol-28-1161. Tue Mar 07 2017. ISSN: 1069 - 4875.

Subject: 28.1161, Calls: Socioling/Colombia

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Date: Tue, 07 Mar 2017 14:03:50
From: Isabel Tejada Sánchez [cifediltec2017 at uniandes.edu.co]
Subject: Intercultural Educational Proposals Promoting Bilingual and Multilingual Teaching Trajectories: Co-constructing Teacher Development in the 21st Century

Full Title: Intercultural Educational Proposals Promoting Bilingual and Multilingual Teaching Trajectories: Co-constructing Teacher Development in the 21st Century 

Date: 03-Nov-2017 - 04-Nov-2017
Location: Bogotá, Colombia 
Contact Person: Isabel Tejada Sánchez
Meeting Email: cifediltec2017 at uniandes.edu.co
Web Site: https://cifediltec2017.wixsite.com/2017 

Linguistic Field(s): Sociolinguistics 

Call Deadline: 25-Mar-2017 

Meeting Description:

This Colloquium is conceived as a space for mediating ''the knowledge derived
from research and from experience',' and as a space to meet, allowing
researchers and practitioners to create bonds between science and society
(Tupin & Wharton, 2009). One such initiative that will be discussed is an
action research study entitled: Comparative Approaches of Teacher Training
Programs for an Explicit Intercultural Dimension of the Foreign and Second
Languages Teaching which we have been carrying out between France (Sorbonne
Nouvelle-Paris 3 University /DILTEC) and Colombia (Los Andes University/School
of Education - CIFE and School of Social Sciences - Languages and Culture
Department).

Official Colloquium Languages: 

Spanish
French
English

Participation Modalities: 

- Papers from individual presenters or two presenters: 20 minutes + 10 for
discussion
- Symposium (3 to 4 people): 100 minutes (20 per person) + 20 minutes for
discussion 
- Individual or group workshop (2 to 4 people): 2 hours

Call for Papers: 

Papers accepted will address collaborative projects or potential
collaborations, carried out within an interdisciplinary and/or
interinstitutional framework, aiming at: 

- Education and training, or
- Social and psychosocial cohesion

In particular, the following three areas will be the main focus for
contributions:

- Collaborative projects focusing on teacher development from an explicit
intercultural dimension
- Collaborative projects in the field of bilingualism, multilingualism and
plurilingualism
- Collaborative projects involving the construction of
reparation/inter-understanding projects of and with the other in the conflict
and post conflict period

The contexts where these contributions might fit will be eventually determined
by the authors, as well as their theoretical and ethical considerations. Some
possible case scenarios are exemplified below: 

In the context of foreign and second language education, contributions could
cover: 

- Academic mobility and international immigration and their impact on
developing materials or pedagogic resources (textbooks, tools, etc.)
- The role of new legislations on the integration of migrants (i.e. the
contract of republican integration in France)
- The effects of postcolonial history, community relations, and educational
projects aimed at empowerment, autonomy and emancipation on the conceptions of
language and culture (Molinié, in press)
- The effects of historical and social events (such as the terrorist attacks
in France and conflict in Colombia) on education practices and dynamics 
- The role played by the relations between minority and majority communities
and the negative manifestations attached to them (i.e. Philippe Blanchet's,
2015, glottophobie, which refers to being wary of certain languages or ways of
expression because of their associated meanings)

In the context of teacher and researcher education, proposals could
contemplate: 

- The role of interdisciplinary approaches (i.e. socio-biographical,
socio-didactic, etc.) so that teachers can acquire a variety of different
competencies  
- The role played by innovative university pedagogies led by technology, arts
and multiliteracies in the acquisition of intercultural competence and
collaborative communication 

A critical reflection on the research carried out on the intercultural
dimension within the institutions and the effects of these research
initiatives on the studies carried out by MA or PhD students concerning:
reflexivity, historicity, legitimation, and a stronger commitment of the
educational and scientific community. 

Key words:

Intercultural paradigm, language teaching and learning, bilingualism,
multilingualism, plurilingualism, preservice and in-service teacher education
and development, reflexivity, collaborative pedagogy, socio-biographical
approaches, accompanying, intersubjectivity, plural identities, hybrid
learning, Biliteracy, pluraliteracy, multiliteracy, positive commitment

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LINGUIST List: Vol-28-1161	
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