34.2610, Calls: Teaching and Learning English as a Foreign Language in Educational Settings: Issues and Specificities

[The LINGUIST List]

LINGUIST List: Vol-34-2610. Sun Sep 03 2023. ISSN: 1069 - 4875.

Subject: 34.2610, Calls: Teaching and Learning English as a Foreign Language in Educational Settings: Issues and Specificities

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Date: 02-Sep-2023
From: Justine Paris [justine.paris at univ-paris-diderot.fr]
Subject: Teaching and Learning English as a Foreign Language in Educational Settings: Issues and Specificities


Full Title: Teaching and Learning English as a Foreign Language in
Educational Settings: Issues and Specificities
Short Title: TEACHLEng 2023

Date: 26-Jun-2024 - 28-Jul-2024
Location: PARIS Sorbonne-Nouvelle, France
Contact Person: Marie-Claire Lemarchand-Chauvin
Meeting Email: mc.chauvin at icloud.com
Web Site: https://ardaa2024.sciencesconf.org/

Linguistic Field(s): Language Acquisition
Subject Language(s): English (eng)

Call Deadline: 10-Sep-2023

Meeting Description:

The starting point for the conference, "Teaching and Learning English
as a Foreign Language in Educational Settings: Issues and
Specificities", will be the study of language and education policies
around the world so as to position EFL teaching and learning in
France. This particular interest arises because of a competition
between two hegemonies: the teaching of French as a foreign language
and the teaching of English as a foreign language. This rivalry has
resulted in the development of teaching practices and traditions in
France that were not fully oriented towards the specifities of
English. It is therefore necessary to clarifiy the meaning of "English
didactics" as well as its place in the world.

First, the notion of “English didactics” makes one think of English
Learning/Teaching for the purposes of communication, in the context of
the academic discipline, English and Anglophone studies.  One of the
goals of this conference is to establish what we mean when we say
“English” today, since the word could refer to English as a second
language, English as a foreign language, English as an academic
language, English for specific purposes, or English as a lingua
franca.

One must also consider the difference between teaching English and
teaching through English (intensive courses, CLIL programs, the
internationalization of certain degree programs, etc.).  This
discipline could be interpreted as belonging to the field of the
didactics of languages and cultures (Galisson & Puren, 1999; Galisson,
2002), a discipline centered around observation, analysis,
interpretation and intervention in the interconnected environments,
practices and processes involved in teaching and learning.

One may also consider English didactics as a unique branch within the
field of language didactics, that can be divided into several
sub-fields: linguistics (Bailly, 1998), history (Puren, 1988),
praxeology (Galisson & Puren, 1999; Bailly, 1998; Narcy-Combes, 2005),
among others.  It may also fall within the field of the didactics of
plurilingualism (Huver & Macaire, 2021; Candelier, 2008; Moore, 2006;
Macaire et al., 2003), which focuses on the language user’s linguistic
and communicative repertoire when exchanging with the “other,” as well
as on the intercultural dimension in which the native speaker is not
the only point of reference.

English didactics therefore appears as a complex domain, requiring
further reflection. To summarize, this conference aims to understand
and define the peculiarities of English didactics and its place in
today’s globalized world.

This conference will be an opportunity to analyze the epistemology of
the field, in relation to its historical evolution and other types of
didactics (French and other foreign languages, plurilingualism).
Also, it will offer a chance to study common objects of research (the
most salient, those which require further development, and those which
have become obsolete), the teaching-learning environments including
tools and resources (pedagogical practices, classroom contexts, etc.),
and lastly, methodological questions and the relationship between
research, fieldwork, and training.

Final Call for Papers:

Submission guidelines (Oral presentations or Posters)
Languages: English (preferred) and French (in order to facilitate the
participation of our international colleagues, communications in
French should be accompanied by slides in English)
Format: 300-word abstracts (excluding bibliographical references)
Deadline: 10 September 2023
Notification of acceptance: 15 December 2023
Abstract submission: https://ardaa2024.sciencesconf.org/ =>
“Submission”
Anonymization: make sure you leave no trace of your identity anywhere
in your abstract (may it be in your text or in your files, if
applicable)
A special session for POSTERS will be organised. PHD students (in the
process or having completed) are strongly encouraged to participate. A
prize will be given to the poster receiving the most votes.
Registration fees:
-ARDAA members & partners: €40 until 30 March 2024 (early-bird), then
€50 until 1st June 2024 (standard fees)
-Other participants: €80 until 30 March 2024 (early-bird), then €100
until 1st June 2024 (standard fees)
Registrations will open in January 2024.



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