30.3331, FYI: Call for Chapter Contributions

[The LINGUIST List]

LINGUIST List: Vol-30-3331. Thu Sep 05 2019. ISSN: 1069 - 4875.

Subject: 30.3331, FYI: Call for Chapter Contributions

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Date: Thu, 05 Sep 2019 06:59:59
From: Denyze Toffoli [dtoffoli at unistra.fr]
Subject: Call for Chapter Contributions

 
Assessment and the Development of Language Learner Autonomy in the Teaching
and Learning of Foreign Languages in Higher Education

This call for proposals targets contributions to the publication of one or
more volumes in applied linguistics, in French, entitled ''Évaluation(s) et
autonomisation dans l’enseignement-apprentissage des langues étrangères à
l’université.'' 
Although assessment is an old theme, revisited in different ways by various
research traditions in linguistics, it remains a recurring preoccupation.
While the goal of language teaching and learning is primarily students'
language autonomy, it is also their learner autonomy (Germain & Netten, 2004:
58). To paraphrase Holec (1991: 45): learner autonomy implies actively taking
charge of all the constituent elements of learning, from how it is defined,
managed and carried out to how it is assessed. There is now some consensus on
the role that assessment can play in the learning process and researchers such
as Little, Dam & Legenhausen (2017) go so far as to declare it “the hinge on
which learner autonomy turns.” 
However, the ways in which assessment is construed in different teaching and
learning contexts reveals contrasting realities and can, when imposed by an
institution, go against the very principles of autonomy, from both an
ideological and a formal point of view. The effects of assessment practices on
learning, motivation and learner self-confidence can be counterproductive,
especially when such assessment is exclusively summative (Musial et al.,
2012). In contrast, it would seem that the implication of the learner in an
assessment process with a strong formative dimension, through practices such
as co-assessment or self-assessment, contributes to counteracting these
effects (Huver & Springer, 2011). Establishing such autonomy-supportive
practices is nonetheless rare in both our societies and our education systems.
The challenge is therefore to reflect on the articulation between assessment
(in all its forms) and the development of autonomy, the term ''and'' being
understood in both its conjunctive and disjunctive sense (Bardière, 2018). The
publication will only accept contributions relating to this articulation.
Articles involving empirical experimentation would be particularly welcome. In
addition to research articles, we are also considering a section of shorter
contributions presenting practices that explore this articulation.
The project is to publish a reference book in French, consisting of previously
unpublished contributions. We are, however, open to proposals in other
languages (in particular German and English). Accepted contributions will be
translated into French. Commitment to close collaboration between the author
and the editorial team will be required from the moment of submission, in
order to ensure the quality of any translations. More than a collection of
articles, this volume aims to be a truly collaborative work where differing
approaches and points of view come into dialogue and highlight guiding
principles, bridges, disagreements or ruptures. With these objectives of
dialogue and cohesion in mind, cross-references between authors will be
required during the editorial process and may require some revising of texts.
This publication is both the result and an extension of a process initiated
some years ago in the Pôle Lansad of the Faculty of Languages in Strasbourg.
Researchers who have accompanied this process have already agreed to deepen
their reflection on the assessment/autonomy relationship in this monograph:
Sophie Bailly (University of Lorraine), Yves Bardière (University of Grenoble
Alpes), Jérôme Eneau (University of Rennes 2), Emmanuelle Huver (University of
Tours), David Little (Trinity College Dublin), Nicole Poteaux (University of
Strasbourg) and Turid Trebbi (University of Bergen).

Submission procedure and provisional timetable:

We propose a 3-step procedure:
1. Submission of a 10-line draft to the publication team by September 30,
2019. In the case of initial writing in a language other than French, specify
which one and indicate to what extent the author will be able to participate
in the translation (full support; collaboration with a student/translator
colleague; thorough final proofreading and verification of the French
translation; other).
Send proposals to: lansad-publis at unistra.fr 
2. Reply within 15 days, indicating the extent of alignment (total / partial /
non aligned) of the contribution proposal with the ambitions of the
publication.
a. In event of a request for clarification or reorientation by the publication
team, the revised draft contribution of 10 lines may be resubmitted within 15
days.
b. New reply from the publication team within 15 days.
3. Contribution of between 5000 and 6000 words (excluding bibliography) and
submission to the scientific committee within 3 months. Committee response
within 2 months (contribution accepted / contribution accepted with request
for changes / major changes requested and resubmission / contribution refused)

Exchanges with the scientific committee and/or the editorial committee as
needed.

Publication of the book in 2021.
 



Linguistic Field(s): Language Acquisition





 



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