33.2479, Calls: Polish; Language Acquisition, Psycholinguistics/Poland

Sun Aug 14 00:30:24 UTC 2022

LINGUIST List: Vol-33-2479. Sun Aug 14 2022. ISSN: 1069 - 4875.

Subject: 33.2479, Calls: Polish; Language Acquisition, Psycholinguistics/Poland

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Date: Sun, 14 Aug 2022 00:25:35
From: Jacopo Saturno [jacopo.saturno at unibg.it]
Subject: Intercomprehension-based L2 Learning and Teaching

Full Title: Intercomprehension-based L2 Learning and Teaching 
Short Title: ICL2 

Date: 02-Dec-2022 - 03-Dec-2022
Location: Gdańsk and online, Poland 
Contact Person: Jacopo Saturno
Meeting Email: jacopo.saturno at unibg.it
Web Site: https://sites.google.com/unibg.it/icl2/english 

Linguistic Field(s): Language Acquisition; Psycholinguistics 

Subject Language(s): Polish (pol)

Call Deadline: 15-Sep-2022 

Meeting Description:

The dual-mode conference ''Intercomprehension-based L2 learning and teaching''
focusses on the acquisition and teaching of second/foreign languages by
speakers of genealogially and/or typologically close languages (L1 or L2). The
concept of ''closeness'' includes grammatical, lexical and pragmatic
proximity, especially (though not exclusively) between languages belonging to
the same language family. 

The conference will take place on 2-3 December at the University of Gdańsk and
online. It is articulated into three non-parallel sessions, each devoted to a
different perspective on the conference main theme:

1. Second Language Acquisition perspectives
2. Language Teaching perspectives
3. Learning and teaching of L2 Polish

Sessions 1 and 2 welcome papers on any language and language family. Sessione
3 focusses exclusively on L2 Polish, since the vast majority of its learners
(at least in Poland) are speakers of closely related Slavic languages, which
has important implications for both SLA and language teaching research.

A selection of the conference proceedings will be published as a special issue
in an international peer-reviewed journal.

The event is generously supported by the European Second Language Association
(EuroSLA).

Call for Papers:

Instructions:
We welcome abstracts of max 3000 characters (spaces included, literature
excluded) for 20-minute presentations, followed by a 10-minute discussion.
Please ensure that your submission is fully anonymised. 

Submission may be sent by e-mail to Jacopo Saturno (jacopo.saturno at unibg.it)
with the object ''ICL2''.

Introduction:
The workshop focusses on adult L2 acquisition and teaching in the context of
intercomprehension, here defined as a situation in which the target language
(L2 or L3, Hufeisen 2018) is closely related in terms of grammar and
vocabulary to a bridge language (L1 or L2) already known to the learner. The
workshop is intended as a forum for scholars engaged in research on
multilingualism and transfer in second language acquisition (SLA), as well as
language teachers working with learners in situations in which
intercomprehension may arise. 

Although proposals on related areas are also welcome, specific attention will
be devoted to the following themes:

1. Intercomprehension in second language acquisition. Papers in this session
should aim to describe the effect of intercomprehension from various
perspectives within linguistics (e.g. psycholinguistics, neurolinguistics,
experimental SLA). All theoretical and methodological frameworks are welcome.

2. Intercomprehension in language teaching. Papers in this session are
expected to present experiments and reports on didactic approaches taking
advantage of intercomprehension strategies.

3. Intercomprehension in L2 Polish acquisition and teaching. Since the vast
majority of its learners are speakers of closely related Slavic languages, L2
Polish is an ideal case study for the role of intercomprehension. Papers in
this section are expected to discuss teaching practices and materials designed
to meet the needs and maximise the potential of Slavic-speaking learners of L2
Polish.

Theoretical background:
Being one of the classic themes of SLA research from the very onset of the
field, the role of the learner's language repertoire in the acquisition and
teaching of L2s and L3s has generated a wealth of research and often radically
contrasting views (Odlin 2003; Juncal Gutierrez Mangado et al. 2019; VanPatten
et al. 2020). However, relatively little specific attention has been paid to
language learning in an intercomprehension context. Moreover, since transfer
is both a common concept in SLA reflection and a conspicuous phenomenon in
language teaching practice, myths and beliefs often interfere with empirical
observations and scientific knowledge. 

Indeed, intercomprehension is a common phenomenon in language teaching
practice and may require specific actions in terms of curriculum and material
design or class management (e.g. Della Putta 2019). Although research has
shown that language acquisition sequences are to a large extent independent of
previously known languages (Dulay et al. 1982; Håkansson et al. 2002),
language teachers often do report that L1/L2 proximity seems to facilitate
acquisition. Empirical information on the actual effect of intercomprehension
is needed to shed light on these problems and appropriately deal with transfer
effects. 

The study of intercomprehension in language teaching also concerns the
development of multilingualism - one of the key elements of present-day
European language policy - since it is often intuitively assumed that if
appropriately exploited, it may facilitate the learning of new L3s thanks to
positive transfer (Marx & Mehlhorn 2010). In addition, great emphasis has been
placed in the last decades on the so-called “plurilingual approaches”, aimed
to develop a multilingual repertoire and partial skills in multiple languages.
While the focus of these programmes has traditionally been on receptive skills
(Bonvino 2014), more recent research increasingly aim at the development of
productive skills and may thus benefit from didactic approaches aimed at
maximising the positive impact of intercomprehension.

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