33.323, Calls: Applied Linguistics/France

[The LINGUIST List]

LINGUIST List: Vol-33-323. Thu Jan 27 2022. ISSN: 1069 - 4875.

Subject: 33.323, Calls: Applied Linguistics/France

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Date: Thu, 27 Jan 2022 02:43:22
From: Aurora Fragonara [migractionsl2metz2022 at pm.me]
Subject: Principles and Actions for Second Language Training, in Migratory and Pandemic Contexts

 
Full Title: Principles and Actions for Second Language Training, in Migratory and Pandemic Contexts 

Date: 22-Sep-2022 - 23-Sep-2022
Location: Université de Lorraine-Metz, France 
Contact Person: aurora Fragonara
Meeting Email: migractionsl2metz2022 at pm.me

Linguistic Field(s): Applied Linguistics 

Call Deadline: 01-Mar-2022 

Meeting Description:

As for the new fragilities and vulnerabilities that have emerged in the
pandemic context, they concern in particular the freedom of mobility, access
to online courses, and the impacts of social distancing.

In regards to these issues, language sciences have a special role to play
among the human and social disciplines, in order to consider and act on the
ways and means of carrying out, if not a policy, then at least language
teaching/learning arrangements which, in this particular situation, guarantee
social cohesion and facilitate the reception of newly arrived migrants, both
young and adult; thus, in the wake of the persistent pandemic, the notion of
''Emergency Linguistics'' has recently emerged (cf. Piller et al, 2020;
Civico, 2021; Dreisbach & Mendoza-Dreisbach, 2021), which broadens the issues
and challenges of second language training.

At the crossroads of these political, social, educational and linguistic
issues raised by the language-culture training in migratory and pandemic
contexts, we first of all invite speakers to question themselves on the
hypothesis according to which ''language is the main source of knowledge of
the other''. (European Charter for Plurilingualism - Preamble, November 2005,
p. 3), a hypothesis that still drives linguistic and didactic thinking today.
We then invite them, in the background, to look at the notion of
representations, and to treat it in terms of categories, categorization,
stereotypes, stereotypy ..., in order to give a linguistic basis to our
exchanges, or to preserve it, within the framework of action-research in the
didactics of languages-cultures. 
In terms of practices, we will thus consider the measures or projects that
relate to the notion of intercultural, and, which aim or highlight the (re-)
discovery, in other words the (re-) cognition and the visibility of the other
(Honneth, 2000; 2020; Ricoeur, 2004). In this regard, Remotti (2010; 2019) has
pointed out that it is difficult to limit oneself to a fixed definition of
identity, especially national identity; Jullien (2016), for his part, proposes
replacing the notion of cultural identity with that of cultural resource. Such
a perspective would also seem important insofar as recognition experiences
intervene or would intervene as resources (psychological, cognitive,
emotional...) in learning processes in general, and language learning in
particular.


Call for Papers:

This call for papers follows on the colloquium held in Metz in September 2018
(the proceedings of which were published in Repères Dorif No. 191) and is
based on the various measures put in place to welcome migrants through
language training2. As the context in which we work has evolved, our thinking
and actions now take into account the health crisis, which has multiplied the
fragilities and vulnerabilities that had increased by the turn of the century
with globalization, and even more so, the migration flow, which involved and
still involve the responsibility of host societies (Gardou, 2006, 2012 ;
Pinotti, 2006). As for the new fragilities and vulnerabilities that have
emerged in the pandemic context, they concern in particular the freedom of
mobility, access to online courses, and the impacts of social distancing.

In regards to these issues, language sciences have a special role to play
among the human and social disciplines, in order to consider and act on the
ways and means of carrying out, if not a policy, then at least language
teaching/learning arrangements which, in this particular situation, guarantee
social cohesion and facilitate the reception of newly arrived migrants, both
young and adult; thus, in the wake of the persistent pandemic, the notion of
''Emergency Linguistics'' has recently emerged (cf. Piller et al, 2020;
Civico, 2021; Dreisbach & Mendoza-Dreisbach, 2021), which broadens the issues
and challenges of second language training.

At the crossroads of these political, social, educational and linguistic
issues raised by the language-culture training in migratory and pandemic
contexts, we first of all invite speakers to question themselves on the
hypothesis according to which ''language is the main source of knowledge of
the other''. (European Charter for Plurilingualism - Preamble, November 2005,
p. 3), a hypothesis that still drives linguistic and didactic thinking today
(cf. Adami 2017 and more generally Maurer & Prieur dir. 2017). We then invite
them, in the background, to look at the notion of representations (Havelange
et al. 2003), and to treat it in terms of categories, categorization,
stereotypes, stereotypy ... (Kleiber, 1999; Paveau, 2006) , in order to give a
linguistic basis to our exchanges, or to preserve it, within the framework of
action-research in the didactics of languages-cultures.

In terms of practices, we will thus consider the measures or projects that
relate to the notion of intercultural, and, which aim or highlight the (re-)
discovery, in other words the (re-) cognition and the visibility of the other
(Honneth, 2000; 2020; Ricoeur, 2004). In this regard, Remotti (2010; 2019) has
pointed out that it is difficult to limit oneself to a fixed definition of
identity, especially national identity; Jullien (2016), for his part, proposes
replacing the notion of cultural identity with that of cultural resource. Such
a perspective would also seem important insofar as recognition experiences
intervene or would intervene as resources (psychological, cognitive,
emotional...) in learning processes in general, and language learning in
particular.
This perspective would also make it possible to consider experiences of mutual
recognition from the point of view of an active appropriation of the
surrounding world, in other words, of the host societies, and to resituate
didactic processes at the heart of social life, i.e. at the very place where
social needs make sense, a ''common sense'' (to quote Larsson 2008, following
Kleiber 1997, who thus give a linguistic turn to intersubjectivity).
Consequently, the social and human issues of language-culture didactics seen
as dynamic processes implemented as situational resources in the course of
learning should allow us to renew.

For submission information email: 
migractionsl2metz2022 at pm.me




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