[lg policy] Linguist List Issue: Forms of Multilingualism in Secondary and Tertiary Education

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Message1: Forms of Multilingualism in Secondary and Tertiary Education
Date:04-Jan-2016
From:Monika Dannerer monika.dannerer at uibk.ac.at
LINGUIST List issue http://linguistlist.org/issues/27/27-66.html

 



Full Title: Forms of Multilingualism in Secondary and Tertiary Education 

Date: 15-Sep-2016 - 17-Sep-2016
Location: Innsbruck, Austria 
Contact Person: Monika Dannerer
Meeting Email: FM-Innsbruck2016 at uibk.ac.at
Web Site: http://www.uibk.ac.at/germanistik/mehrsprachigkeit2016/index.html.de 

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

Call Deadline: 24-Jan-2016

Meeting Description:

The conference deals with the use, function and perception of languages and varieties in secondary and tertiary education. Against the background of an integrative notion of internal and external multilingualism and an enhanced dialogue between researchers of different directions, focus will be on language use, language attitudes, language and education policy framework, as well as new linguistic concepts to an integrative treatment of different forms of multilingualism.

Due to migration processes, (educational) mobility, and globalisation, multilingualism plays an important role in society. General awareness of multilingualism is high - both in terms of different varieties of the same language (so-called "internal multilingualism") as well as with regard to different languages ("external multilingualism"). On the whole, assessment of multilingualism is often very positive (multilingualism as an ''opportunity'', as a value in itself). For particular cases, however, the spectrum of attitudes is broad, and the various forms of internal and external multilingualism receive rather mixed assessments or are judged predominantly negatively (denigration of many languages and varieties, multilingualism as a ''cost factor'').  This ambivalence also becomes apparent in the educational institutions in which the aforementioned forms of multilingualism inherently play an important role: Local varieties, although occurring in many communication situations,!
  are either not named at all or are only referred to as a linguistic behaviour that must be avoided. Certain (foreign) languages - increasingly as working languages - are  promoted with a large investment of time and money and contribute to greater prestige for schools, for example. In contrast, most of the heritage languages of pupils, students, or teachers are still considered an obstacle or are simply ignored, both in the everyday life of the institution and during the learning process.

Although these types of multilingualism are closely intertwined in everyday life, they are mostly dealt with in different research traditions. 

2nd Call for Papers: 

Deadline extended!

Due to a number of requests we've agreed to extend the deadline for submission. Please note the new deadline date is Sunday 24 January. (This will be the final deadline and no further extensions will be considered.)

We look forward to your submission and to welcoming you at our International Conference "Forms of Multilingualism in Secondary and Tertiary Education"!

See original call for papers for more information: https://linguistlist.org/issues/26/26-5057.html

With kind regards,

Monika Dannerer and Peter Mauser


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