36.1187, Confs: CIDL25 Workshop: Integrating L1 skills – what, how and why? (Romania)

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LINGUIST List: Vol-36-1187. Thu Apr 10 2025. ISSN: 1069 - 4875.

Subject: 36.1187, Confs: CIDL25 Workshop: Integrating L1 skills – what, how and why? (Romania)

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Date: 07-Apr-2025
From: Monica Vasileanu [colocviu.lingvistica.2025 at gmail.com]
Subject: CIDL25 Workshop: Integrating L1 skills – what, how and why?


CIDL25 Workshop: Integrating L1 skills – what, how and why?
Short Title: CIDL25
Theme: Integrating L1 skills – what, how and why?

Date: 21-Nov-2025 - 22-Nov-2025
Location: Bucharest, Romania
Contact: Monica Vasileanu
Contact Email: colocviu.lingvistica.2025 at gmail.com
Meeting URL: https://litere.ro/cidl-en/

Linguistic Field(s): Applied Linguistics

Submission Deadline: 15-Sep-2025

We invite submissions to a workshop on integrating skills in teaching
and learning L1 to be held within the 25th International Conference of
the Department of Linguistics of the Faculty of Letters.
Date: November 21-22, 2025
Venue: University of Bucharest, Faculty of Letters, 5-7 Edgar Quinet
St., Bucharest, Romania
Format: in-person
Languages of the workshop: English and Romanian
Keynote speaker: Professor Emeritus Debra Myhill (University of
Exeter, UK)
Convenors: Florentina Sâmihăian, Andrea Ghiță
Registration fee: 300 RON (60 €); 150 RON (30 €) for PhD students,
middle and high school teachers
Workshop Overview
The comprehensive frameworks for education in the 21th century (Fadel,
2015, Key-Competences for Lifelong Learning, 2018), and the national
recommendations regarding the finalities of different school cycles
(The Graduate’s Training Profile, 2023) are documents that call for a
discussion and reflection on the integration of competences across
subjects.  Moreover, the concepts of literacy and multiliteracy have
triggered a new vision and configuration of many L1 curricula, for
example, in middle school, the curriculum includes several areas of
study such as language, reading, oral communication, writing, and
interculturality (The Curriculum for Romanian Language and Literature
for Lower Secondary, 2017). Under these circumstances, teachers
understand that they need to find bridges both across subjects and
across the areas of L1 to achieve common goals.
In this context, integrating the specific skills of such a complex
subject as L1 is a challenge for both teachers and researchers. The L1
didactics usually treat each area of study separately, emphasizing the
specificity of the approaches for language, for writing, for reading
etc., and much less the way in which the acquisitions in one domain
can be used to strengthen performance in the other domains.
In Romanian schools, grammar is traditionally taught and learned
mostly per se, although the current curriculum is oriented towards an
integrated and functional approach. Reading or writing are tackled
without capitalizing on the language knowledge that can open up to a
deeper understanding of the text or to an improvement of students’
writing skills. Curriculum designers and researchers are trying to
find solutions for changing the state of the art. We present below
examples that can frame or inspire the presentations and discussions
in our workshop.
Taking on Halliday’s view on language as a meaning-making system
through which we shape and interpret our world and ourselves, the
Australian curriculum is an example of an innovative vision in which
the study of language is linked to oral and written communication; to
how language shapes identities; to the worlds of literature, science,
mathematics, and other subjects (Derewianka & Jones, 2010).  The
understanding of how language works can enable students to make
informed choices in their efforts to read and write, learning to
critically respond to texts and compose texts (Derewianka & Jones,
2023).
As some researchers point out, there is a need for even
re-conceptualizing some aspects in grammar teaching that may underlie
the difficulties in linking grammar knowledge and knowledge on
language use; a need to re-examine the status of some grammatical
objects and the efficient pedagogical approaches they require (Fontich
et alii, 2020, Bulea-Bronckart, J-P, 2020).
The interaction between grammar and text is particularly explored in a
program conducted in French-speaking Switzerland, called Principles of
a fundamental didactics of grammar. The program has adopted an
integrative approach to language teaching based on the series of
principles, among which: language teaching must aim at both the
development of textual production and comprehension capacities, and
the construction of systemic knowledge; language pedagogy thus focuses
on the interaction be-tween grammatical objects and textual objects
(Bulea-Bronckart, E. 2020).
Myhill’s work (2018, 2021) can also fertilize more answers and
solutions to the above-mentioned needs and challenges. An inventory of
the formulas with which the model is often presented - grammar as
choice, grammar in context, grammar as meaning-making resource,
grammar with a purpose, contextualized grammar,
re-imagined/re-positioned grammar, making meaning with grammar - can
speak for itself about the functional vision (Halliday & Matthiessen
2004) to which the model asserts to belong in language didactics. A
series of insights particularize this model: the model manages to put
grammar in a central position, but without its formal, arid teaching
in the form of "lessons"; the model condemns the reduction of grammar
to terminological identification and labelling ("closed knowledge");
the model promotes the idea of conceptualizing language through a
dialogical pedagogy (dialogic teaching, metatalk) that relies on the
conscious conversion of grammar into writing and personal expression
practices; the model understands the study of grammar based
exclusively on authentic texts examined and then emulated, imitated
creatively by the students.
Beyond the diverse models, solutions and searches to integrate L1
skills, L1 education is also challenged by globalization (mobility and
immigration) and digitalization, requiring new strategies of dealing
with language so that students acquire digital literacy skills and
awareness of language diversity (Bax et alii, 2024).
Target Audience: This workshop is aimed at university-level
instructors, pre-university teachers, linguists, students (Bachelor,
Masters and PhD) and researchers interested in innovative approaches
to teaching L1.
Topics of Interest may include, but need not be limited to:
 • Integrating language acquisitions in writing, reading & viewing,
and oral communication activities
 • Integrating prescriptive (rule-focused) and descriptive
(use-focused) approaches
 • Integrating language awareness and reflection in teaching and
learning interculturality
 • Challenges for integrating L1 skills in a digital era
 • Grammatical concepts that can be redefined in an integrated view of
L1 skills
We invite submissions for:
 1. Paper presentation (30 minutes, including 10 minutes of
discussions).
Paper presentation proposals should include:
  • an abstract, max. 300 words excl. references (font size 12,
spacing 1.5, page margins 2.5 cm).
 2. Poster presentation
Poster proposals should include:
 • an abstract, max. 150 words excl. references (font size 12, spacing
1.5, page margins 2.5 cm)
All proposals should include contact details (name, affiliation,
contact information) and a brief biography (c. 50 words) for each
speaker.
Abstracts should be sent to colocviu.lingvistica.2025 at gmail.com.
Deadline for submissions: 15 September 2025
Notification of acceptance: 1 October 2025
References
Bax, S., Kroon, S., & Spotti, M. (2024). Afterword. L1 Education
between von Humboldt and Chat GPT. L1-Educational Studies in Language
and Literature, 24, 1-12.
https://doi.org/10.21248/l1esll.2024.24.2.749.
Boivin, M.C., Fontich, X., Funke, R., García-Folgado, M.-J., & Myhill,
D. (2018). Working on grammar at school in L1 education: Empirical
research across linguistic regions. Introduction to the special issue.
Special issue Working on grammar at school in L1 education: Empirical
research across linguistic regions. L1-Educational Studies in Language
and Literature, 18, 1-6.
Bulea Bronckart, E. (2020). Reflections on teaching devices
articulating grammar and text. L1- Educational Studies in Language and
Literature, 20, 1-27. https://doi.org/10.17239/L1ESLL- 2020.20.03.06.
Bulea-Bronckart, J.-P. (2020). Forword. In A. Camps & X. Fontich
(ed.), Research and teaching at the intersection: Navigating the
territory of grammar and writing in the context of metalinguistic
activity (pp. 25-28). Brussels, Belgium: Peter Lang.
https://doi.org/10.3726/b17237.
Derewianka B., Jones P. (2010). From traditional to grammar to
functional grammar: Bridging the divide. Special Issue of NALDIC
Quarterly: 6–15.
Derewianka B., Jones P. (2023). Teaching Language in Context (3rd ed),
Oxford.
European Commission: Directorate-General for Education, Youth, Sport
and Culture, Key competences for lifelong learning, Publications
Office, 2019, https://data.europa.eu/doi/10.2766/569540.
Fadel, C., Bialik, M., & Trilling, B. (2015). Four-Dimensional
Education: The Competencies Learners Need to Succeed. Center for
Curriculum Redesign.
https://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/.
Fontich, X., Van Rijt, J., & Gauvin, I. (2020). Intro to the Special
Issue Research on L1 grammar in schooling: Mediation at the heart of
learning grammar. L1-Educational Studies in Language and Literature,
20, 1-13. https://doi.org/10.17239/L1ESLL-2020.20.03.01.
Halliday, M. A. K. and Matthiessen, C. (3rd ed) (2004). An
Introduction to Functional Grammar. London. Arnold.
Myhill, D.A., Jones S.M. (2007). More than just Error Correction:
Children’s Reflections on their Revision Processes. Written
Communication, 24(4), 323-343.
Myhill, D.A., Jones S. M., Lines H.E., & Watson, A. (2011). Explaining
how Language Works: is there a place for terminology? Literacy Today,
67, 25-27.
Myhill D.A., Jones S.M., Lines H., Watson A. (2012). Re-thinking
grammar: The impact of embedded grammar teaching on students’ writing
and students’ metalinguistic understanding. Research Papers in
Education 27: 1–28.
Myhill D.A, Jones S., Watson A. (2013). Grammar matters: How teachers’
grammatical subject knowledge impacts on the teaching of writing.
Teaching and Teacher Education 36: 77–91.
https://doi.org/10.1016/j.tate.2013.07.0052.
Myhill, D. (2018). Grammar as a meaning-making resource for language
development. L1-Educational Studies in Language and Literature, 18(3),
1–21. https://doi.org/10.17239/L1ESLL-2018.18.04.04.
Myhill, D. (2021). Grammar re-imagined: foregrounding understanding of
language choice in writing. English in Education, 55(3), 265–278.
https://doi.org/10.1080/04250494.2021.1885975.
Myhill, D., Cremin, T., & Oliver, L. (2023). Writing as a craft:
Re-considering teacher subject content knowledge for teaching writing.
Research Papers in Education 38(3), 403-425.
Profilul de formare a absolventului, Ministerul Educației, noiembrie
2023,
https://rocnee.eu/images/rocnee/fisiere/curriculum/profilul_absolventului/OM_6731_28.11.2023_MOF_Partea_I_nr._1099.pdf.
Programa școlară pentru disciplina Limba și literatura română, clasele
a V-a – a VIII-a, 2017,
https://www.ise.ro/wp-content/uploads/2017/01/Limba-si-literatura-romana.pdf.



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