29.2527, Calls: Applied Linguistics, Language Acquisition/France

[The LINGUIST List]

LINGUIST List: Vol-29-2527. Wed Jun 13 2018. ISSN: 1069 - 4875.

Subject: 29.2527, Calls: Applied Linguistics, Language Acquisition/France

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Date: Wed, 13 Jun 2018 22:19:56
From: Agnes Leroux [agnes.lerouxbeal at orange.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: 15-Jul-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.

Following the introduction, in 2003, of task-based language teaching into the
French Instructions Officielles (published by the Ministry of Education)
defining the curriculum for 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 (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” 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?


2nd Call for Papers:

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. 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?

Research can be based on personal reflection grounded in theories in 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, should not exceed 30mn.

Abstracts, of a maximum length of 300 words without references, should be
uploaded on the following page: 
https://crea.parisnanterre.fr/methode-a-visee-actionnelle-et-place-de-la-gramm
aire-en-cours-de-langues-etrangeres-en-college-et-lycee-quel-terrain-d-entente
--841638.kjsp?RH=1455273004678

by July 15, 2018.

Contacts : 
agleroux at parisnanterre.fr
nadine.herrybenit at parisnanterre.fr




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