29.5043, Confs: English; Applied Linguistics/Morocco

[The LINGUIST List]

LINGUIST List: Vol-29-5043. Wed Dec 19 2018. ISSN: 1069 - 4875.

Subject: 29.5043, Confs: English; Applied Linguistics/Morocco

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Date: Wed, 19 Dec 2018 00:12:37
From: Abdellah Elhaloui [profelhalouiabdellah at gmail.com]
Subject: The “Simplicity” of Language vs. The “Complexity” of (English) Language Teaching

 
The “Simplicity” of Language vs. The “Complexity” of (English) Language Teaching 
Short Title: SLCLT 

Date: 16-Apr-2019 - 17-Apr-2019 
Location: Marrakech, Morocco 
Contact: Abdellah Elhaloui 
Contact Email: profelhalouiabdellah at gmail.com 

Linguistic Field(s): Applied Linguistics 

Subject Language(s): English (eng)

Meeting Description: 

Modern linguistic theories such as the Minimalist Program, Optimality theory
and the Concept-based theories of meaning insist that the blueprint underlying
the human faculty of language tends to be somehow “simple”, “economical” and
at least partly “systematic”. However, the teachers’ and students’ experience
of real-life language teaching and learning still proves to be “complex”,
“costly” and sometimes “chaotic”. We call this paradox “the language teaching
paradox”.

The objective of the SLCLT is to bring together linguists who are interested
in English language teaching and learning and who can contribute to answering
the following questions pertaining to the “language teaching paradox”:

1. Is the underlying “simplicity” of language real? What are the linguistic
manifestations of such “simplicity” at the phonological, morphological,
syntactic, semantic and pragmatic levels?
2. Is the underlying “simplicity” of language relevant to English language
teaching?
3. Is it possible to invest our scholarily understanding of the underlying
“simplicity” of language to develop better approaches to English language
teaching?
4. Is “ the language teaching paradox” the key to a better management of the
relationship between linguistics and English language teaching?
5. What are some examples of “good” English Language Teaching Theories which
are based on a deep understanding of the “Languages Teaching Paradox”, and how
“good” are such theories?
 






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LINGUIST List: Vol-29-5043	
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