33.1828, Calls: Applied Linguistics, Language Acquisition, Sociolinguistics/France

[The LINGUIST List]

LINGUIST List: Vol-33-1828. Tue May 24 2022. ISSN: 1069 - 4875.

Subject: 33.1828, Calls: Applied Linguistics, Language Acquisition, Sociolinguistics/France

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Date: Tue, 24 May 2022 01:50:17
From: Mandy Menke [menkem at umn.edu]
Subject: Deconstructing the “Critical” in Critical Pedagogies: Teacher and Learner Perspectives

 
Full Title: Deconstructing the “Critical” in Critical Pedagogies: Teacher and Learner Perspectives 

Date: 17-Jul-2023 - 21-Jul-2023
Location: Lyon, France 
Contact Person: Mandy Menke
Meeting Email: menkem at umn.edu
Web Site: https://aila2023.sciencesconf.org/browse/author?authorid=944898 

Linguistic Field(s): Applied Linguistics; Language Acquisition; Sociolinguistics 

Meeting Description:

This symposium will form part of the AILA World Congress 2023 to be held in
Lyon (France).

Critical approaches to language education engage students deeply with cultural
content and empower them to question how language and culture embody,
maintain, and challenge structural inequalities and biases. The goal of this
symposium is to explore how and to what degree critical inquiry is present in
language classes that enact critical approaches from the perspectives of
student learning and teacher understanding and enactment.


Call for Papers:

Critical approaches to language education, including multiliteracies pedagogy
(New London Group, 1996), social justice education (Hackman, 2005), or
transformative learning (Mezirow, 1997), are at the fore in the 21st century.
These approaches develop learners’ language proficiency, engage them deeply
with cultural content, and empower them to question how language and culture
embody, maintain, and challenge structural inequalities and biases. Critical
inquiry is thus essential to these approaches, but how and to what degree is
it present in language classes?

We invite proposals that explore how and to what degree critical inquiry is
present in language classes that implement critical pedagogies, from the
perspectives of student learning and teacher understanding and enactment.
Proposals may address questions such as: Why is it important to carry out
critical inquiry in a second language? What facilitates and constrains
implementation of critical inquiry in language classes?

Contact email:
menkem at umn.edu




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