33.1267, Calls: Discipline of Linguistics / LIDIL (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-33-1267. Fri Apr 08 2022. ISSN: 1069 - 4875.

Subject: 33.1267, Calls:  Discipline of Linguistics / LIDIL (Jrnl)

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Date: Fri, 08 Apr 2022 17:04:25
From: Julie Rancon [julie.rancon at univ-poitiers.fr]
Subject: Discipline of Linguistics / LIDIL (Jrnl)

 
Full Title: LIDIL 


Linguistic Field(s): Discipline of Linguistics 

Subject Language(s): French (fra)

Language Family(ies): English 

Call Deadline: 01-Jun-2022 

Call for Papers:

Special Feature on the Neurolinguistic Approach  for Learning and Teaching
Foreign Languages

The main objective of this issue is to discuss the latest research on the
Neurolinguistic Approach for Learning and Teaching Foreign Languages (NLA).
More specifically, the objective is to situate this approach in the field of
foreign and second language education research and delineate the different
contexts in which it is used throughout the world in order to identify its
potential gains.

We invite papers that provide an epistemological perspective on the NLA –
continuing the process of describing its principles – and question the
possible intersection between teaching approaches, disciplines, or both. We
also plan to deepen our understanding of the NLA with the goal of questioning
its relevance within the foreign language education field.

NLA is a language teaching approach developed in the early 2000s by Claude
Germain (Quebec Province University, Montreal) and Joan Netten (Memorial
University of Newfoundland). Germain and Netten had observed that the two
major attempts to change the traditional foreign or second language teaching
and learning paradigm in Canada (at the primary level) – Core French  and
French Immersion  – had met with mixed success. Therefore, they proposed a
third method, initially known in Canada as Intensive French: 64,000 pupils
benefited from its use between 1998 and 2014 (Germain, Liang & Ricordel,
2015). 

Presented in several articles, including a 2012 piece by Germain and Netten,
and further elaborated in a reference book (Germain, 2017), NLA was conceived
in the context of the growing influence of emerging educational neurosciences.
It draws principally from the research on bilingualism carried out by Michel
Paradis of McGill University (1994, 2004, and 2009). Although this is the main
theoretical reference, the NLA is not limited to this, as its designers also
drew on the psychological work of Segalowitz (2010) and the psycholinguistic
work of Ellis (2011). Additionally, they incorporated Vygotsky’s (1985)
socio-constructivist contributions as well as the findings of Lyster (2007),
Lyster and Ranta (1997) and Lightbown and Spada (1994). 

Contributions may address one of the following topics:

- Outline of the neurolinguistic approach
What has the NLA become in the 20 years since its inception? Where does the
NLA stand in relation to the CEFR (2001; 2018; 2020), the communicative
approach, or the action-oriented perspective? Can we see any disciplinary
bridges, or do real boundaries exist?

- What are the teaching–learning contexts for the NLA? 
For which audiences does the NLA seem relevant? Are there contexts other than
school or university settings in which the founding principles of the NLA
would have their place?

- Existing implementation of the NLA around the world 
How is the NLA being implemented in different countries and for which
outcomes?

For this issue, we welcome contributions based exclusively on scientific
research. Professional or pedagogical articles will not be accepted.




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