28.761, Confs: Applied Ling, Lang Acquisition, Psycholing, Socioling/France

[The LINGUIST List]

LINGUIST List: Vol-28-761. Tue Feb 07 2017. ISSN: 1069 - 4875.

Subject: 28.761, Confs: Applied Ling, Lang Acquisition, Psycholing, Socioling/France

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Date: Tue, 07 Feb 2017 23:54:54
From: Céline Horgues [celine.horgues at univ-paris3.fr]
Subject: Tandem Language and Intercultural Learning in Higher or Secondary Education Settings

 
Tandem Language and Intercultural Learning in Higher or Secondary Education Settings 
Short Title: ALCTES 

Date: 23-Mar-2017 - 24-Mar-2017 
Location: Paris, France 
Contact: Claire Tardieu 
Contact Email: claire.tardieu at univ-paris3.fr 
Meeting URL: http://www.univ-paris3.fr/l-apprentissage-des-langues-et-cultures-en-tandem-dans-l-enseignement-superieur-alctes--388713.kjsp 

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

Meeting Description: 

The ALCTES* International Conference will address the issue of how Tandem
language and culture learning can be integrated in higher and secondary
education environments and how the founding principles of autonomy and
reciprocity are adapted according to various learning contexts and objectives.

The origins of tandem language and intercultural learning can be traced back
to collaborative practices introduced by the Franco-German Youth Office
(L’Office Franco-Allemand de la Jeunesse – OFAJ) after the Second World War,
which aimed at fostering cooperation between young French and German people
through linguistic and cultural exchanges. The work of Brammerts (Bochum
University, 1993, 2003, 2006) and Calvert (University of Sheffield, 2001) led
to further development of this approach throughout Europe. Their Lingua D
project, initiated in the late 1990’s, set out to extend the tandem approach
from universities to secondary schools in France (Reymond, Tardieu, 1998),
Germany, the UK and Spain.

Research conducted by Brigitte Helmling (2002, 2003) also contributed to
consolidating this practice and establishing it in universities and specialist
higher education institutions in support of student mobility across different
European countries (more specifically, Germany,Spain, the UK, Romania and
France).

Tandem learning is based on two main principles: autonomy, whereby learners
are responsible for defining their own objectives and how and when they will
exchange following Holec’s definition, 1981) and reciprocity, which demands a
commitment from learners to use both languages equally whether it be in
face-to-face or distance learning settings or for written or oral exchanges.
The tandem approach also implies that the two partners will seek to learn or
improve their mastery of each other’s culture and language.

However, it is clear that these original principles are not always adhered to
when contextual factors and constraints are taken into account (the
composition and profile of student cohorts, availability of native speakers,
etc.). It is relevant to consider the integration of tandem learning in terms
of a continuum ranging from total respect for the founding principles to
somewhat wider interpretations.

*(Apprentissage des Langues et Cultures en Tandem dans l'Enseignement
Supérieur)
 

The conference programme can be accessed here: 
https://alctes2017.sciencesconf.org/resource/page/id/10

Please find the ALCTES conference website here (French/English versions
available): 
https://alctes2017.sciencesconf.org/





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