30.3172, Calls: Applied Linguistics, General Linguistics, Morphology, Syntax/Austria

[The LINGUIST List]

LINGUIST List: Vol-30-3172. Mon Aug 19 2019. ISSN: 1069 - 4875.

Subject: 30.3172, Calls: Applied Linguistics, General Linguistics, Morphology, Syntax/Austria

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Date: Mon, 19 Aug 2019 23:59:44
From: Daniela Elsner [daniela.elsner at ph-vorarlberg.ac.at]
Subject: Modern Linguistics and Language Didactics 2020

 
Full Title: Modern Linguistics and Language Didactics 2020 
Short Title: LiDi 2020 

Date: 26-Mar-2020 - 27-Mar-2020
Location: Feldkirch, Austria 
Contact Person: Daniela Elsner
Meeting Email: daniela.elsner at ph-voarlberg.ac.at
Web Site: http://ling.uni-konstanz.de/pages/home/trotzke/Website/LiDi/LiDi.html 

Linguistic Field(s): Applied Linguistics; General Linguistics; Morphology; Syntax 

Call Deadline: 30-Nov-2019 

Meeting Description:

Among other things, language teachers are expected to possess sophisticated
knowledge about the language they teach (cf. Bigelow et al. 2010, Fang 1996).
Naturally, knowledge about language includes knowledge about linguistics
(e.g., grammar), but several studies conducted in Dutch, English, and German
education contexts have highlighted a lack of adequate knowledge of grammar of
prospective and practicing language teachers (cf. Borg 2003). Teacher trainees
and teachers possessing robust grammatical content knowledge appears to be a
“scarce phenomenon” (Myhill et al. 2013:79), and for everyone involved (i.e.,
for both university teachers and teacher trainees as well as practicing
teachers and school children), this is a non-satisfying situation.

The aim of LiDi 2020 is to discuss possible explanations for and solutions to
this often-mentioned problem in the domain of professional teacher
competencies. To tackle this issue, LiDi 2020 will focus on the (mis-)matches
between linguistic content knowledge and beliefs about language and
linguistics.
Beliefs can be understood as implicit or explicit subjective
conceptualizations that affect one’s actions (Op’t Eynde et al. 2002) and in
the context of teacher education, beliefs are seen to be a key element in
teacher learning (Borg 2011). Since beliefs and knowledge are intertwined, it
might well be the case that teacher trainees studying linguistics have certain
beliefs that prevent a significant learning progress. However, there is not
much research examining the relations between beliefs and grammatical content
knowledge (cf. Ilosvay 2012).

Likewise, the question of how to model beliefs and professional content
knowledge within linguistics also remains unclear up to now. In the long term,
research in this field might provide teacher educators with important
information to help develop curricula and improve the outcome of teacher
education. The LiDi 2020 conference therefore invites contributions that
discuss:

(i) the domain-specific beliefs teacher trainees have about linguistics,
(ii) the domain-specific modelling of professional content knowledge, and
(iii) possible relations between these two aspects of professional teacher
competencies.


Call for Papers:

We invite abstracts for oral presentations (30 minutes, followed by 10 minutes
of discussion). Abstracts should not exceed 300 words (excluding references)
and should be sent by e-mail as a PDF file
(daniela.elsner at ph-vorarlberg.ac.at). Please include your name, affiliation,
and the title of your presentation. Presentations should be in English.

Contributions can address (but are not limited to) the following questions:

- How can linguistic content knowledge be modelled?
- What role can knowledge about formal linguistics play in teacher education?
- What should prospective teachers know about linguistics? In what way do
different frameworks and/or traditions of linguistics differ with regard to
this aspect?
- What do prospective teachers know about linguistics?
- How can beliefs about linguistics be modelled?
- What do prospective teachers believe about linguistics?
- What is the relation between linguistic content knowledge and beliefs about
linguistics?

Submission deadline: November 30, 2019
Notification of acceptance: December 23, 2019




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