33.223, Calls: Applied Ling, Disc Analysis, Lang Acquisition, Text/Corpus Ling, Translation/France

[The LINGUIST List]

LINGUIST List: Vol-33-223. Fri Jan 21 2022. ISSN: 1069 - 4875.

Subject: 33.223, Calls: Applied Ling, Disc Analysis, Lang Acquisition, Text/Corpus Ling, Translation/France

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Date: Fri, 21 Jan 2022 06:13:59
From: Mary Lavissière [marycatherine.lavissiere at univ-nantes.fr]
Subject: Crises, Challenges, Innovations: Languages for Specific Purposes, Specialised Translation, and LSP Didactics

 
Full Title: Crises, Challenges, Innovations: Languages for Specific Purposes, Specialised Translation, and LSP Didactics 

Date: 22-Jun-2022 - 24-Jun-2022
Location: Nantes University, France 
Contact Person: Sophie Belan
Meeting Email: colloque.crini-lea2022 at univ-nantes.fr
Web Site: https://crini.univ-nantes.fr/appels/colloque-crises-defis-innov 

Linguistic Field(s): Applied Linguistics; Discourse Analysis; Language Acquisition; Text/Corpus Linguistics; Translation 

Call Deadline: 25-Feb-2022 

Meeting Description:

Anchored in an interdisciplinary conference, this workshop on languages for
specific purposes, specialised translation, and LSP didactics will consider
the challenges and opportunities that technological innovation provides to
language learning, teaching, and research.

Teaching foreign language through digital tools has experienced trial by fire
in higher education since the start of the Covid-19 crisis. In many
universities, foreign language departments and language classes for other
disciplines were abruptly and massively moved to distance or hybrid teaching
modes. This forced acceleration of the integration of communication technology
in foreign language classes has been the topic of scientific and press
articles since the beginning of social distancing measures taken to contain
Covid-19 (Saber, 2020). The integration of technology and language teaching,
however, largely antedated the pandemic (Grosbois, 2012), as evinced by the
publication dates of the first volumes of ReCall, the Journal of the European
Association for Computer Assisted Language Learning (“Editorial,” 1989) and
CALL (Cameron, 1990). We can also point to methods, such as data-driven
learning (DDL) that were debuted the 1990s (Boulton, 2017; Boulton & Cobb,
2017; Johns, 1991).

While it is clear that the Covid-19 pandemic did not launch technological
integration in foreign language teaching and learning, the wide-spread crisis
has highlighted the necessity of considering the place of digital tools has
become pressing question in the larger community of researchers and language
teachers. The pandemic gave a sense of urgency and ubiquity to long-standing
research themes within the CALL community, such as student and teacher
motivation in digital environments (Appel & Gilabert, 2002; Develotte et al.,
2005; Estrada et al., 1994; Reinhardt & Nelson, 2004). As such, the crisis
provides an opportunity to investigate what the integration of technology in
LSP programmes has revealed about teaching and learning applied LSP since its
dawn in the late 1980s and especially since its acceleration in 2020.


2nd Call for Papers:

We propose three thematic areas and a non-exhaustive list of questions that
might be addressed in communications:

1. Integration of digital corpora and quantitative tools in LSP programmes.
This includes the creation and annotation of specialised corpora (Nesi, 2015),
the training of students to use corpora in language learning (Aijmer, 2009;
Boulton, 2016, 2017; Boulton & Vyatkina, 2021; Gavioli, 2005), the use of
learners’ corpora (Gilquin et al., 2007) and translation technology (Frérot &
Pecman, 2021; Gledhill & Zimina-Poirot, 2019; Kübler et al., 2018).
a. What new tools or methods have been created or exploited?
b. How have corpora been integrated into distance or hybrid classes?
c. How has machine translation technology been integrated into online
assignments and evaluations?

2. The large-scale implementation of digital platforms has also increased the
amount of digital data available from language learners. This provides a key
opportunity to investigate what linguistic data from learners’ productions can
teach us about the nature of language itself and what insights learner corpora
may hold for applied language teaching (Milin et al., 2016).
a. What type of data has been generated through online assignments and video
classes?
b. Does this data have any particular characteristics? How could it be used to
understand second language acquisition and, more generally, language itself?

3. Papers may also address the question of the impact of the pandemic on the
acceptance of technology and its integration into LSP programmes.
a. Has the pandemic increased the acceptance of these tools or has it rather
strengthened the resistance to technology in teachers, students, and
university administration?
b. Faced with the challenge of the pandemic, how did teachers redesign their
courses? How did practices change? Were some approaches better suited to the
new context? Have new practices/approaches emerged? Will these new
practices/approaches remain?

Instructions for contributors:

Please send an anonymous abstract to the following address:
colloque.crini-lea2022 at univ-nantes.fr

Please include “Workshop 1/ Atelier 1” in the subject line and the title of
the paper, the name(s) of the author(s), their position, their institution
(with postal address) and their e-mail address in the body of the email.

The abstract should be sent as an attachment in .pdf format. It should not be
more than 500 words, references included. It must be anonymous and not contain
information identifying its authors in the abstract itself or in the metadata
of the file. Abstracts and presentations may be in French or English, but the
latter is preferred because of the international nature of the conference.




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