[lg policy] call: Teaching and Learning (Im)politeness

[Harold Schiffman]

Teaching and Learning (Im)politeness

Date: 08-Jul-2013 - 11-Jul-2013
Location: London, United Kingdom
Contact Person: Barbara Pizziconi
Meeting Email: centressoas.ac.uk
Web Site: http://www.soas.ac.uk/politeness-2013/

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

Call Deadline: 23-Mar-2013

Meeting Description:

The staggering explosion of research on (im)politeness we have
witnessed in recent decades has arguably paid relatively little
attention (especially at the theoretical level) to one aspect which is
crucial to the description of any cultural phenomenon. This is the
transmission of and acculturation to (im)polite norms and associated
linguistic systems (e.g. honorifics), or, in very broad terms, the
'teaching' and 'learning' of (im)politeness.

Call for Papers:

We call for papers that focus on the following areas of inquiry:

- How do (im)politeness systems and norms get transmitted across time,
individuals and groups? What kinds of socialization practices are
observed that enable such transmission? What kinds of private or
public indoctrination practices that attempt to regulate such
transmission can be observed?

- What kinds of acculturation processes do children or other novices
such as adult foreign language learners need to undergo in order to
engage competently with a community’s normative parameters?

- How do language teachers or pedagogical materials conceptualize
(im)politeness when aiming to provide efficient (but unavoidably
condensed) descriptions or explanations to learners? What are the
political implications of such conceptualizations? How do instructors
or instructional materials position themselves vis-à-vis standard and
non-standard varieties and normativity?

- How do theoretical and folk conceptualizations of (im)politeness
account for native and non-native competence, as well as performance?
How do increased mobility, multilingualism and multiculturalism impact
on such accounts?

- What systemic and cultural aspects of (im)politeness are
particularly challenging to adult foreign language learners and how
does this challenge develop longitudinally in relation to overall
proficiency?

- How do educational policies (for example as evidenced by attempts at
formulating proficiency measures such as the Common European Framework
or the guidelines of the American Council for TFL) accommodate
(im)politeness in their descriptions of competencies?

However, in keeping with previous Linguistic Politeness Research Group
conferences, papers on any other aspect of (im)politeness will also be
considered.

Abstracts of maximum 350 words (excluding references) for oral or
poster presentations can be submitted from 9 January to 23 March 2013.
Further details on the modality of submission will appear on the
conference webpage shortly. Notifications of acceptance will be sent
out by 22 April 2013.

http://linguistlist.org/issues/23/23-4870.html

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