29.1655, Calls: Applied Linguistics, Language Acquisition/France

[The LINGUIST List]

LINGUIST List: Vol-29-1655. Tue Apr 17 2018. ISSN: 1069 - 4875.

Subject: 29.1655, Calls: Applied Linguistics, Language Acquisition/France

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Date: Tue, 17 Apr 2018 16:42:03
From: Agnes LEROUX [agleroux at parisnanterre.fr]
Subject: Task-based teaching and the place of grammar in secondary-school foreign-language classes : finding a common ground

 
Full Title: Task-based teaching and the place of grammar in secondary-school foreign-language classes : finding a common ground 

Date: 08-Feb-2019 - 09-Feb-2019
Location: Paris Nanterre, France 
Contact Person: Agnès Leroux Nadine Herry-Benit
Meeting Email: agleroux at parisnanterre.fr

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Call Deadline: 22-Jun-2018 

Meeting Description:

The objective of this conference is to bring together researchers in
foreign-language didactics and language teachers (mainly secondary-school), to
discuss “grammar in the foreign-language classroom”. What common ground can be
found?

Researchers in linguistics, psycholinguistics, interphonology, whatever the
language, are all welcome.


Call for Papers:

Task-based teaching and the place of grammar in secondary-school
foreign-language classes : finding a common ground.

Following the introduction, in 2003, of task-based language teaching into the
French Instructions Officielles (official guidelines published by the Ministry
of Education) defining the curriculum for seconde classes, ie the first year
of high school in France, it has become very difficult to define the exact
place grammar should be given. The addition to the 2015 Instructions
Officielles for cycle 3 (which includes the last two years of primary school
and the first year of middle school) mentions grammar at the very end of an
article on foreign-language teaching. However the section about teaching
French as a native language explicitly states that grammar should be taught: 
« Cycle 3 is the beginning of a phase of explicit and reflexive study of the
language, the aim of which is to facilitate writing and reading-comprehension
activities ». The same attitude towards grammar is explicit in the
Instructions Officielles for cycle 4, which comprises the second, third and
fourth years of middle school. In the complementary resources offered for
cycles, 2, 3 and 4, the section on “promoting a reasoned approach to language
learning” (“Favoriser une acquisition raisonnée de la langue”) recommends
making methodological skills explicit and integrating them into communication
tasks.

In fact those instructions force learners' processes of thinking and
developing strategies into a single direction: on communication skills, the
development of which has one ultimate goal, namely, the achievement of a set
task. Priority is thus given to the sociolinguistic dimension, leaving the
place of psycho-linguistic processes undefined. But should one necessarily
exclude the other? Should the dichotomy between grammar and communication
tasks be maintained?

This conference aims to bring together academics whose research focuses on the
didactics of language teaching in relation to linguistics research and
teachers from both secondary-education teachers or foreign-language teaching
departments within universities, to share issue for reflection and debate, as
well as classroom experiments. Researchers in linguistics, psycholinguistics,
interphonology, whatever the language, are all welcome. Presentations can
broach any of the following questions:

- What is meant by “grammar”?
- What does it mean to “teach grammar”? 
- Can grammar still be taught in a secondary-school classroom?
- Does “integrated grammar” (ie grammaire intégrée) mean “ no grammar”?
- What links can there be between grammar, conceptualisation and task-based
teaching? 
- Is there still a place for drills?
- What links can there be between academic research and classroom practice, in
secondary schools or in university-level foreign-language classes for
non-linguists?
- Do oral-communication activities lead to thinking about the grammar of
speech?
- The grammar of speech vs the grammar of written language: how can a
continuum be found in secondary-school language classes?

The above list is far from exhaustive. Research can be based on personal
reflection grounded in theories grounded in various linguistic and/or didactic
any of a range of schools of thought in linguistics and/or didactics;
participants may also discuss an action-research project carried out in
language classrooms or base their research on a corpus of learners' output.

All languages are welcome as research topics; presentations can be given
either in English or in French.

Abstracts, of a maximum length of 300 words without references, should be sent
to Agnès Leroux: agleroux at parisnanterre.fr and Nadine Herry-Bénit:
nadine.herrybenit at parisnanterre.fr.




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