27.4582, Calls: Applied Ling, Lang Acquisition/France

Thu Nov 10 17:26:02 UTC 2016

LINGUIST List: Vol-27-4582. Thu Nov 10 2016. ISSN: 1069 - 4875.

Subject: 27.4582, Calls: Applied Ling, Lang Acquisition/France

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Date: Thu, 10 Nov 2016 12:25:50
From: Dan Frost [danjfrost at gmail.com]
Subject: 39e conférence annuelle des professeurs de langues des instituts universitaires technologiques

Full Title: 39e conférence annuelle des professeurs de langues des instituts universitaires technologiques 
Short Title: APLIUT 

Date: 08-Jun-2017 - 10-Jun-2017
Location: Paris, France 
Contact Person: Joëlle Farigoux
Meeting Email: joelle.farigoux at unilim.fr
Web Site: http://apliut.com/wordpress/ 

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Call Deadline: 15-Jan-2017 

Meeting Description:

“Body and voice in teaching and learning languages for specific and academic
purposes”

During its last conference, the APLIUT invited the participants to explore
games and playing roles in the teaching and learning of languages for specific
and academic purposes. This theme enabled participants to think not only about
the mind, but also the body. And it is the body, something which is both
immediate and yet often ignored, which the APLIUT wishes to foreground in its
2017 conference.

The conference is mainly held in French, but papers are often given in the
languages taught in IUTs, i.e. English, German, Spanish & Dutch.

(Note: This conference is concerned with issues of applied linguistics,
teaching and learning theory, and teaching and learning practices insofar as
they may have a direct relevance to the theme of this year's conference)

Call for Papers:

The theme of the conference is ''Body and voice in language teaching in
languages for specific or academic purposes''. The conference is a teaching
conference and if proposals are for research papers, they must have a
relevance to teaching languages and to the theme of the conference.

Proposals should be submitted by completing the call for papers (see attached
Word document). Abstracts (150-200 words in length) should be in French or in
the language in which the paper will be given plus a translation into French.
Proposals must be submitted by returning the completed form before January 15
2017 to joelle.farigoux at unilim.fr. Proposals will be studied anonymously by
the reading committee and a decision will be made before April 10, 2017.
Further information about the theme of the conference follows.

During its last conference, the APLIUT invited the participants to explore
games and playing roles in the teaching and learning of languages for specific
and academic purposes. This theme enabled participants to think not only about
the mind, but also the body. And it is the body, something which is both
immediate and yet often ignored, which the APLIUT wishes to foreground in its
2017 conference. Let us imagine a class of language students…

Axis 1: In the beginning there was chattering, background noise. Then silence…

What causes this silence? Culture? Boredom? The students’ fear? The teacher’s
fear? What is this silence and what is it for? Perhaps this space allows us to
breathe, to move towards the other so that silence becomes performative
(Rousseaux, 2003). The teacher’s silence becomes a teaching tool, a way of
leading each student to his or her own realisation. Whatever the method, the
Silent Way for Gattegno, mental gestures for Antoine de la  Garanderie or
multiple intelligences for Gardner, the idea is the same: to give students a
space in which to express themselves and the freedom to take responsibility
for their own learning.

Axis 2: And the body spoke with its own language, without words or sentences…

And what if the teacher is silent, “professional gestures are at the very
centre of what will be conceived and constructed together” (Boncourt, 2013) in
the space and time of the class? Through his or her professional and
pedagogical gestures, teachers give “body to their class” (Tellier, 2014). The
body has its own language: professional, personal and cultural. The teaching
and learning of a language and culture implies an understanding of the
otherness of the target language, but also of its nonverbal components.
Whether it is body language or the embodiment of language, the body is the
medium in teaching and learning.

Axis 3: And then the voice and the body become communication in movement

“Let us not forget that it is he or she who ‘speaks’ and ‘acts’ that learns
the most” (Lani-Bayle, 2009). But is this person not usually the teacher? What
can we do to put learners in situations where their bodies and voices can come
together in movement to achieve learning goals? “Body, speech, texts, cultures
and culture” (Pierra, 2011) all merge together. This is what theatre can
accomplish: putting oneself in another body and using another language to feel
and become different, to become closer to the other (Demougin, 2008). And so
the class opens onto the world.

These are some of the questions and themes which language learning
specialists, psycholinguists, and teachers and researchers from other fields
will explore.

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