31.895, Confs: English;French;German;Portuguese;Spanish; Applied Ling, Lang Acquisition/Germany

[The LINGUIST List]

LINGUIST List: Vol-31-895. Wed Mar 04 2020. ISSN: 1069 - 4875.

Subject: 31.895, Confs: English;French;German;Portuguese;Spanish; Applied Ling, Lang Acquisition/Germany

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Date: Wed, 04 Mar 2020 11:43:36
From: Marcus Callies [callies at uni-bremen.de]
Subject: Pluricentric languages and foreign language teaching. Implications for reflective practice in schooling, higher education and teacher training

 
Pluricentric languages and foreign language teaching. Implications for reflective practice in schooling, higher education and teacher training 

Date: 30-Sep-2020 - 01-Oct-2020 
Location: Bremen, Germany 
Contact: Marcus Callies 
Contact Email: callies at uni-bremen.de 

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Subject Language(s): English (eng)
                     French (fra)
                     German (deu)
                     Portuguese (por)
                     Spanish (spa)

Meeting Description: 

The aim of this symposium is to map out the pedagogical implications of the
global spread and diversity of pluricentric languages, to exchange existing
approaches to the teaching of such languages, and to discuss innovative
approaches that take account of their linguistic diversity and variability. 

In the course of decolonisation in the 20th century, and as a result of
globalisation and technologisation in the 21st century, English has
established itself as the global lingua franca, and is experiencing both an
increasing worldwide diversification and the emergence of supra-regional
standards of use beyond standard British and American English. This poses some
important questions and challenges for English language education and its
goals in the 21st century, but also for the training of English teachers.
Global Englishes Language Teaching (GELT, Rose & Galloway 2019) and the
closely related approach English as an International Language (EIL, Matsuda
2017) are the most visible manifestations of a current trend towards a
paradigm shift that questions some of the long-standing principles of foreign
language teaching, such as the adherence to idealised standard British or
American English and the associated cultural conventions as the only target
varieties in the teaching of English.

Similar issues have been discussed in and for other pluricentric languages,
for example Spanish (Leitzke-Ungerer & Claudia Polzin-Haumann 2017), French
(Frings & Schöpp 2011), Portuguese (Koch & Reimann 2019) and German as a
Foreign Language (Hägi 2006, 2007). Like GELT/EIL, these more recent
discussions address the implications of the global dissemination and use of
pluricentric languages for teaching, with the aim of integrating various key
elements into the existing curricula. Most importantly, these are the
integration of linguistic diversity and variation (e.g. in curricula,
textbooks and through sufficient input in teaching), the consideration of
multilingualism and the raising and promotion of multi-cultural and
intercultural awareness.

However, in the course of these renewal processes, some of which have already
been initiated, a number of barriers must also be overcome. These include
above all 1) the predominantly normative orientation towards (monolingual)
mother-tongue reference varieties in foreign language teaching, 2) the
respective educational standards and educational plans, which often provide
only inaccurate information on aspects of linguistic variation, 3) the lack of
suitable teaching and learning materials, 4) a lack of knowledge of the extent
of linguistic variation among in-service teachers, and 5) a lack of empirical
research on the impact of curricular innovation in teacher training (Rose &
Galloway 2019).

The following central questions will be addressed:
- How can future foreign language teachers be prepared for the pedagogical
implications of the variability of pluricentric languages?

- How can the diversity of pluricentric languages be adequately addressed in
language teaching with a view to existing curricula?
 

Confirmed invited speakers:

- Prof. Dr. Claudia Polzin-Haumann, Universität des Saarlandes
(https://www.uni-saarland.de/lehrstuhl/polzin-haumann/lehrstuhl/prof-dr-claudi
a-polzin-haumann.html)

- Prof. Dr. Matthias Hutz, Pädagogische Hochschule Freiburg
(https://www.ph-freiburg.de/englisch/institut/mitglieder/prof-dr-hutz.html)

For more information, please contact callies at uni-bremen.de or
hehner at uni-bremen.de.





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