28.4129, Calls: Applied Ling, Gen Ling, Ling Theories, Typology/Estonia

[The LINGUIST List]

LINGUIST List: Vol-28-4129. Mon Oct 09 2017. ISSN: 1069 - 4875.

Subject: 28.4129, Calls: Applied Ling, Gen Ling, Ling Theories, Typology/Estonia

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Date: Mon, 09 Oct 2017 15:31:09
From: Anna Pineda [anna.pineda at iker.cnrs.fr]
Subject: Theoretical Linguistics in Secondary Education

 
Full Title: Workshop on Theoretical Linguistics in Secondary Education 

Date: 29-Aug-2018 - 01-Sep-2018
Location: Tallinn, Estonia 
Contact Person: Anna Pineda
Meeting Email: anna.pineda at iker.cnrs.fr
Web Site: http://www.annapineda.cat/research/call/ 

Linguistic Field(s): Applied Linguistics; General Linguistics; Linguistic Theories; Typology 

Call Deadline: 05-Nov-2017 

Meeting Description:

Research and understanding from the language sciences has traditionally found
its way into the secondary education context as a means to promote literary,
literacy and communicative skills in students. The natural ‘home’ of
linguistics in the secondary context has therefore been within the study of
the official language(s) of the country/region, and modern foreign language
instruction. As such, the promotion of linguistics in schools tends to be
associated with applied, rather than theoretical, approaches and their
practitioners.

However, the recent push to introduce theoretical linguistics into the
secondary curriculum rejects this instrumental deployment of linguistic
understanding in the classroom in favour of the promotion of a more reflexive
understanding of how language, and the human mind, works. For example, the
initiative Grammar Oriented toward Competences has put forward a new typology
of exercises to replace those typically found in the Catalonian secondary
classroom; thus students analyse minimal pairs (e.g. Cat. És professor
(*intransigent) ‘(lit.) He is (inflexible) teacher’ vs. És un professor
(intransigent) ‘He is a(n) (inflexible) teacher’; quasi infinit ‘almost
infinite’ vs. *molt infinit ‘very infinite’) with the aim of developing their
ability to observe, argue, reflect on and understand grammatical structures
(Bosque & Gallego 2016).

Key questions around which the workshop will be centred are the following:

- What is the purpose of incorporating theoretical linguistics into
secondary-level T&L? What will be beneficial to secondary students in terms of
the type of knowledge and analytic skills provided by theoretical linguistics?
Which types of curricular competences and learning outcomes will be targeted
in each case?
- How might theoretical linguistics be incorporated into cross-curricular
approaches, or in other disciplines altogether?
- How might its place in other educational contexts be promoted and justified
to a non-specialist audience? Would its introduction be favoured by ‘top down’
or ‘bottom up’ approaches, and how context-sensitive do these need to be? How
might existing and/or future ventures be built on and connected in order to
effect systemic and policy change on a wider scale?
- How much say should theoretical linguists have? What will the interaction
with educational practitioners be? How much input will researchers have into
modifying/ (re-)designing curricula and pedagogical materials?  How might the
issue of teacher training be tackled?

To ensure the bridging of theory and practice, case studies from initiatives
that have already been implemented, or are in progress, are therefore
especially welcomed. The workshop welcomes proposals within a breadth of
focus, including the treatment of language diversity. How can comparative
linguistics at a very basic level help students understand language variation
and reflect on how grammar works?


Call for Papers:

Please see the full call for papers at:
http://www.annapineda.cat/research/call/

To ensure the bridging of theory and practice, case studies from initiatives
that have already been implemented, or are in progress, are therefore
especially welcomed. The workshop welcomes proposals within a breadth of
focus, including the treatment of language diversity. How can comparative
linguistics at a very basic level help students understand language variation
and reflect on how grammar works?

In order to submit the workshop proposal, a selection of provisional abstracts
is requested. We thus invite contributors to send their short abstracts (max.
300 words) for 20+5 minute oral presentation and discussion to
a.corr at bham.ac.uk and anna.pineda at iker.cnrs.fr before 5 November 2017.
Notification of workshop review (acceptance/rejection): 15 December 2017.
Please notice that after a workshop proposal has been accepted, the convenors
will be requested to invite all preliminary workshop participants to submit
their full abstracts by 15 January 2018 to the general call for papers.




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